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<![CDATA[THE 3-DIMENSION PICTURES IN INCREASING THE STUDENTS ABILITY AND INTEREST TO WRITE DESCRIPTIVE COMPOSITION ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Rinantanti, Yulini]]>;
<![CDATA[Tang, Syamsu]]>;
<![CDATA[Nadirah, Nadirah]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 1 (2019): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v2i1.51
<![CDATA[The aim of conducting this research are to find out whether or not using 3-Dimensional pictures is able to increase the ability of the students of SMP Negeri 3 Pangsid Kabupaten Sidenreng Rappang to write a descriptive composition. And to find out whether or not the use of 3-Dimensional pictures is interesting for the students in writing English. In this research, the researcher employed a cluster random sampling technique meaning two classes from five classes in the population were taken as the sample which represented the experimental and control group. The classes were selected randomly. The number of total samples was 60 students. The researcher used two kinds of instruments in collecting data namely writing test and questionnaire and calculating the mean score, standard deviation, frequency table, and the value of t-test to identify the difference between pretest and posttest by using inferential analysis in SPSS 21.0 program for the windows evaluation version. To calculate questionnaire data into a percentage, the researcher used the percentage technique using this SPSS 21.0 program for the windows evaluation version. The result of the research shown that the use of 3D-Pictures as an authentic material can improve the students’ writing ability. The writing ability of students who used 3D-Pictures as an authentic material and those who had just used conventional way had a significant difference. Therefore, it could be concluded that the Eighth-grade students’ of SMP Negeri 3 Pangsid Kabupaten Sidenreng Rappang have better writing ability by using 3D-Pictures as authentic material. And the use of 3D Pictures in teaching process particularly in writing skill was interesting and effective. It was proved by a mean score of students answer in the questionnaire showed that the students were categorized as interested.]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT THROUGH COLLABORATIVE MURDER ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Nadira, Nadira]]>;
<![CDATA[Haedar, Haedar]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 2 (2018): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v1i2.30
<![CDATA[The objectives of the research was to find out whether or not teaching of descriptive text through collaborative “MURDER†improve students’ reading comprehension at the Eighth grade students of SMP Negeri 2 Pancarijang, and to find out whether or not the students’ attitude in teaching of descriptive text through collaborative “MURDER†technique of reading comprehension at the Eighth students of SMP Negeri 2 Pancarijang. This research employed pre-experimental method that applied pre-test and post-test. The population was the Eighth grade students of SMP Negeri 2 Pancarijang. Total number of population was 131 students and one class of them were taken as sample by using cluster sampling technique, class VIII6 was sample. Total number of sample was 20 students. The instrument used in this research were reading comprehension test and questionnaire. The result of this research showed that the mean score of the students in the post-test (79,60) was greater than pre-test (55,00). This showed that there was significant difference between the students who were taught by using collaborative “MURDER†technique in descriptive text in reading comprehension. The result in pre-test and post-test that the p-value was lower than the df (0,000<0,05). This meant that H1 was accepted. The study concluded that teaching reading comprehension by using collaborative “MURDER†improved the students’ to read descriptive text at the Eighth grade students of SMP Negeri 2 Pancarijang]]>
<![CDATA[CORRELATION BETWEEN STUDENT’S VOCABULARY MASTERY AND SPEAKING SKILL ]]>
<![CDATA[Taslim, Taslim]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Chen, Yan]]>;
<![CDATA[NR, Nurdania]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 2 (2019): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v2i2.64
<![CDATA[The objective of the research was at measuring correlation between student’s mastery vocabulary and speaking skill of the eleventh grade at SMAN 6 Sidrap. Variables of the research were the student’s mastery vocabulary as independent variable (x) and speaking skill as dependent variable (y). In this study, the researcher used correlation design, where the researcher used this design to correlate two variables. The population of this research was all of the eleventh grade (XI2) students of IPA class at SMAN 6 Sidrap and the number of the subject was thirty-two students. In collecting the data, the researcher used some test was vocabulary test and interview. In this research, the researcher used cluster sampling technique to chosen classes. The researcher analyzed the data using Pearson Product Moment Correlation and Linear Regression with SPSS 21 program to test the hypothesis. The result of calculation using SPSS 21 program found that the rvalue 0.532 was also higher than rtable at 5% and 1% significant level or 0.349 < 0.532 > 0.449. It could be concluded that alternative hypothesis (H1) stating that there is a significant positive correlation between student’s mastery vocabulary and speaking skill of the eleventh grade at SMAN 6 Sidrap is accepted and null hypothesis (H0) stating there is no a significant positive correlation between student’s mastery vocabulary and speaking skill of eleventh grade at SMAN 6 Sidrap is rejected. The result of calculation of contribution between student’s mastery vocabulary (variable X) gave about 75.33% contribution to the speaking skill (variable Y) of the sample class and 25.66% was influenced by other aspects. Based on the research findings, in is shown that there is a very significant positive correlation between student’s mastery vocabulary and speaking skill of the eleventh grade at SMAN 6 Sidrap. It meant that the student who had lack of vocabulary]]>
<![CDATA[ESP COURSE DESIGN: THE NEED ANALYSIS ON TOURISM DEPARTMENT IN INDONESIA VOCATIONAL HIGH SCHOOLS ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Vargheese, K. J.]]>;
<![CDATA[T., Syamsu]]>;
<![CDATA[Amir, Muhammad]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 3 No 2 (2020): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v3i2.85
<![CDATA[Centered on the 2013 Curriculum (Indonesia's national curriculum), English subject matter is equated to the high school standard. Both high school and vocational school students receive the same English content, while English is to be differentiated for special purposes for high school and vocational high school students. It is difficult to find an English textbook in a vocational school which fits into the department of the student. Additionally, there is often not enough time for teachers to develop English materials for vocational students. This study aims to explore the content that should be included in SMKN 1 Pangsid Kabupaten Sidenreng Rappang to design English language materials based on needs analysis in the Tourism Program and to find out the response of teachers to the development of English material in the Tourism Programme. Fundamental analysis uses Qualitative Descriptive, and the findings are described in terms. The study results indicate that the content to be included in the English language material in the SMKN 1 Pangsid Kabupaten Sidenreng Rappang tourism program is speaking and pronunciation for language skills and components; media videos and images; and asking questions about teaching techniques. Creation of English language materials consists of several speaking practice presentations, many videos to practice listening, speaking and reading, reading sections and documents, and some information that the Tourism Program learners need to know.]]>
<![CDATA[THE CAUSE-EFFECT TECHNIQUE IN TEACHING RECOUNT WRITING ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Muthmainnah, Muthmainnah]]>;
<![CDATA[Al-Yakin, Ahmad]]>;
<![CDATA[Sahabuddin, Chuduriah]]>;
<![CDATA[Haedar, Haedar]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 2 (2018): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v1i2.36
<![CDATA[The objective of the research was to find out whether or not the use of the cause-effect technique can to improve students’ skill for eight grade students of SMP Negeri 1 Pancarijang and find out whether or not the use of cause-effect technique interested to students’ writing skill for eight grade students of SMP Negeri1 Pancarijang. This research employed the pre-experimental method with one group pre-test and post-test. The population of this research was the eight grade students of SMP Negeri 1 Pancarijang in academic years 2014-2015. The instrument used in this research was writing test and questionnaire. The result of this research showed that the pre-test got the mean score (40.00) while the post-test got mean score (65.00). This showed that there was a significant difference between pre-test and post-test.The result of the p.value was lower than alpha (α) 0.000 0.05. It means that H1 was accepted and H0 was rejected and the mean score by interest (76.85). It means the students interested in the technique.]]>
<![CDATA[THE APPLICATION OF COOPERATIVE LEARNING: JIGSAW II TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION OF EXPOSITORY TEXT ]]>
<![CDATA[Nurwanti, Nurwanti]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Haedar, Haedar]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 1 (2019): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v2i1.52
<![CDATA[The research was conducted to find out whether or not the use of Jigsaw II technique improves the reading comprehension significantly better than the use of the conventional method of the eleventh grade students of SMA Negeri 8 Takalar, it covered students’ literal comprehension, inferential comprehension and critical comprehension of expository text and whether or not the students are interested in the use of Jigsaw II technique in learning reading of expository text. This research method employed was quasi-experiment. The research data were obtained through the test and questionnaire which were analyzed by SPSS 17.0 program. Data of test were analyzed using T-test to know students’ reading comprehension in terms of literal, inferential, and critical of expository text. Data of the questionnaire were analyzed by using descriptive statistics to see the students’ interest in joining the reading class of expository text through Jigsaw II technique. The research findings indicated that (1) Jigsaw II technique gave a higher contribution to the students’ reading comprehension of expository text. The mean score of pretest of the experimental and control group was significantly different after treatment by using Jigsaw II technique. The mean score of posttest of the experimental group was higher than the control group (84.16 > 62.91). Thus, the use of Jigsaw II technique was effective. Besides, all the three levels of comprehension improved after doing treatment; the literal comprehension got the highest improvement was 92.19>76.69. It was followed by inferential comprehension which got 83.75>66.25, and critical comprehension which got76.56 > 42.81.]]>
<![CDATA[THE HUMOR STORY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Tang, Syamsu]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Chen, Yan]]>;
<![CDATA[Haedar, Haedar]]>;
<![CDATA[Agussalim, Mutmainnah]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 2 (2019): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v2i2.65
<![CDATA[The objective of the research were to find out whether or not the use of Humor Story can improve the students’ reading comprehension and Students interest at the Eighth of SMP Negeri 4 Pancarijang. This research employed a mixed method that applied monolingual class. The population of this research was the eighth grade students in academic year 2018-2019. There were 65 students spread in 3 classes ( VIII.1, VIII.2, and VIII.3) and each class consist appropriately 20-22 students. The researcher took simple random and chose VIII.2 as the representative and the number of total sample is 21 students. The data of the research were collected by using two kinds of instruments, namely reading comprehension test and questionnaire. Reading test was used to obtain data of the students’ reading comprehension ability and questionnaire was used to know the students interest in Reading Comprehension by using Humor Story. The result of data analysis showed that there was significant difference between the students’ score after they were taught by using Humor Story and before they were taught by Humor Story. It was proved by the mean score of the post-test which was higher than the mean score of pre-test (57.57>40.33). Furthermore, the result of the p-value (0.000) was lower than level of significant (α = 0.05); which means that H1 was accepted. Then, the analysis of interest by using Likert Scale indicated that teacing reading comprehension by using humor story, the students were interested. It was proved by 57% students who were strongly interested, 33% students who were interested and 10% students who were moderate. Based on data analysis, the research concluded that: (1) the use of Humor Story effective in improves students’ reading comprehension; (2) the use of Humor Story makes the students interested to learn reading comprehension]]>
<![CDATA[The Study of Lexical and Contextual Meaning on Lily Song By Alan Walker Feat K-391 & Emelie Hollow (Semantic Approach) ]]>
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Vargheese, K. J.]]>;
<![CDATA[Hasnidar, Hasnidar]]>;
<![CDATA[Hermasyah, Sam]]>;
<![CDATA[Suleha, Suleha]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 4 No 1 (2021): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v4i1.100
<![CDATA[Abstract. The aim this article is study about semantic. Semantic is the branches of linguistics which systematically study about meaning. This branch is the important one, and there are lexical meaning and contextual meaning. By listening to the songs, we can get the message of the song. Therefore, the researcher was interested in analyzing the kinds of meaning used on the lyric of Lily Song by Alan Walker Feat K-391 & Emelie Hollow. The researcher dedicated to give the title of this research “The Study of Lexical and Contextual Meaning on Lily Song by Alan Walker Feat K-391 & Emelie Hollow (Semantic Approach)â€.This study uses a descriptive qualitative method because the researcher would identify and interpret the research object of Lily Song. The step to obtain the data is by collecting sources of the data from Lily Song Lyrics and from internet. After that she selects the songs which contain of semantic, reads and listens to the lyrics to understand the content of the songs conducts and analyzes the collected data and makes conclusion. The result of this research is as follows: (1) related to the lexical meaning, while (2) related to the contextual meaning. The reseracher expects this research will be useful for the other researchers who are eager to know more about semantics. Moreover, semantic is an important branch of linguistics that is interesting to be studied, especially when it is applied to literary works, such us songs or poem etc. Keywords: Semantic, lexical meaning, contextual meaning, song]]>
<![CDATA[THE ABILITY TO TRANSLATE ENGLISH PHRASES INTO INDONESIAN AND THE DIFFICULTIES FACED BY THE ELEVENTH GRADE STUDENTS OF SMAN 1 PANCARIJANG ]]>
<![CDATA[Nadirah, Nadirah]]>;
<![CDATA[Tahir, M. Hijaz]]>;
<![CDATA[Asrifan, Andi]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 2 No 1 (2019): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v2i1.53
<![CDATA[The research aims at finding out the ability to translate English phrases into Indonesian which cover the noun phrase, verb phrase, adjective phrase, adverb phrase, and prepositional phrase; and also the difficulties faced by the eleventh-grade students of SMAN 1 Pancarijang. The research will employ the descriptive method. It will take six classes, and each class consisted of thirty-five students which mean that is 210 students as the population in this research. It will use a proportional random sampling technique to minimize the big population. The researcher will take 7 students randomly for each class, totally 42 students. The data will be collected by using a reading test, questionnaire and interview to know the students’ ability which will be analyzed through SPSS 21.0. The research result will be indicated that the translate English phrases into Indonesia can develop ability students’ of SMAN 1 Pancarijang. The research method employed was a descriptive method. The research data were collected using three kinds of the instrument which test to asses students’ ability to translate English phrases into Indonesian, questionnaire, and interview to know the difficulties faced in translating English phrases into Indonesian was analyzed descriptive method. The findings of the research showed that the students’ mean score in translation test is 78.43 and it was categorized as good. The study concluded that (1) the students have a good ability in translating English phrases into Indonesian, and (2) although the students have good ability in translating English phrases into Indonesian, they still face difficulties in translation. Most of the difficulties dealt with the ‘language problem’ which is related to vocabulary and structure. It is more vocabulary and grammar in order to minimize the difficulties faced by students in translation. It is then recommended for further related research to conduct research on other types of translation test.]]>
<![CDATA[INTERACTIVE MULTIMEDIA IN EFL CLASSROOM: A STUDY OF TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOL IN INDONESIA ]]>
<![CDATA[Nadirah, Nadirah]]>;
<![CDATA[Asrifan, Andi]]>;
<![CDATA[Vargheese, K. J.]]>;
<![CDATA[Haedar, Haedar]]>
<![CDATA[ JOURNAL OF ADVANCED ENGLISH STUDIES Vol 3 No 2 (2020): Journal of Advanced English Studies ]]>
Publisher : <![CDATA[Study Program of English Literature ]]>
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DOI: 10.47354/jaes.v3i2.92
<![CDATA[The objectives of the research were to find out: (1) whether or not the use of interactive multimedia improve students reading comprehension in the Eighth-Grade of SMP Negeri 4 Panca Rijang and (2) whether or not the use of interactive multimedia interest students’ in learning reading comprehension in the Eighth-Grade of SMP Negeri 4 Panca Rijang. This research employed mixed method design that applied experimental and control group. The population of the research was the Eighth-Grade students of SMP Negeri 4 Panca Rijang. The result of data analysis showed that there was significant difference between achievement of the students who used interactive multimedia and those who did not use interactive multimedia (conventional technique) in reading comprehension. It was proved by the mean score of experimental group was higher than control group in post-test (59.35 > 46.75). Furthermore, the result of the t-test value (3.581) was greater than t-table (α = 0.05; df = 38; t-table = 2.021) which means that H1 was accepted. The data analysis of questionnaire showed that the students had high interest toward the use of interactive multimedia in reading comprehension. It was supported by 4 students (20%) who were strongly interested, 14 students (70%) who were interested and 2 students (10%) who were moderate. The mean score of students’ answers in questionnaire (79.55) was classified as interested category. Based on the data analysis, the researcher concluded that: (1) the application of interactive multimedia enhanced the students’ ability in reading comprehension; (2) the application of interactive multimedia strategy in reading comprehension was interesting for the students.]]>
