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All Journal Ahmad Dahlan Journal of English Studies IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Educatio VELES Voices of English Language Education Society Jurnal Konseling Pendidikan English Language in Focus (ELIF)
Muhammad Husnu, Muhammad
Hamzanwadi University
Education Languange, Linguistic, Communication & Media Social Sciences

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Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence Husnu, Muhammad
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.232 KB) | DOI: 10.29408/veles.v1i1.391

Abstract

This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor.  The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence. 
THE EFFECTIVENESS OF WEB BLOG MEDIA TO TEACH READING AT FIRST SEMESTER OF STKIP HAMZANWADI SELONG IN THE ACADEMIC YEAR 2011-2012 Husnu, Muhammad
Educatio Vol 7, No 1 (2012)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (429.437 KB) | DOI: 10.29408/edc.v7i1.125

Abstract

Reading is an extremely effective means of extending our command of language, so it has a crucial place in classroom in which language learning is a central purpose. In teaching reading, a media is needed; it can make the students motivating and interesting. One of the media used was blog. Blog media can be adopted in any classroom to encourage active learning among students. The problems stated in this study are what extent that blog as teaching media effective in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? and how to use blog as teaching media in teaching  reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? This is a classroom action research. In this study, there were three cycle must be conducted with total of students were 35 students as a research subject. The writer used an observation of students activity and a test to evaluate the students’ learning result in reading comprehension in form of multiple choices test that consisted of 20 items which each items consisted of four options After collecting and calculating the data, the researcher found that the successful percentage of each cycles were: for observation of students learning result got at cycle I (2,7), cycle II (4,6), cycle III (8,0) and the result of students learning evaluation got at cycle I (54,28%), cycle II (68,57%), cycle III (91,42%). Based on the result of data collection, using blog as a media in teaching reading comprehension was more effective than students who were taught by conventional strategy. Key Words: Blog as a media and Teaching Reading
THE INCLUSION OF AFFECTIVE VALUE INTO ENGLISH TEXTS IN TEACHING READING (An Experimental Study at Tenth Grades of SMA NW Pancor In The School Year 2010) Husnu, Muhammad
Educatio Vol 5, No 1 (2010)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (277.502 KB) | DOI: 10.29408/edc.v5i1.114

Abstract

This research is aimed at finding out whether: The purpose of this research is to find out to what extent that the English texts that included in affective value effective in teaching reading at tenth grades of SMA NW Pancor in the school year 2012-2013The method which was applied in this research was experimental study. It was conducted at the tenth grades of SMA NW Pancor.  The population of the research is tenth grades of SMA NW Pancor in the academic year of 2010. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups.  Then, the techniques which were used to collect the data were a multiple choice test for getting the data of the students’ reading skill. The instruments were tried out to get valid and reliable items. T-test was used to analyze whether the alternative hypothesis is accepted or not.The statistical analysis had described that mean of the experimental group on pre-test is 12.87 and mean score on post-test is 16.06. Meanwhile, mean score of the control group on pre-test is 13.09 and mean score on post-test is 14. By using t-test at the level of significance (a) 0.05, the researcher got t-test > t-table, that is 6.18 > 2.00, it means that there was a significant difference between the students’ reading comprehension before and after students were taught by using the English texts that included in affective value. Besides in the hypothesis testing, the result showed that the students’ achievement on posttest at experimental group was categorized into high rank. Meanwhile, the control group on posttest was categorized into average. It can be concluded that the English texts that included in affective value as a media was effective in teaching reading. Based on the findings, it can be concluded that in general the English texts that included in affective value is more effective than the conventional texts to teach reading.In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching media to teach reading for their students. Key Words: affective value, English text, and Teaching Reading
An Analysis of Students’ Difficulties in Mastering Phrasal Verbs Baiq Suprapti Handini; Muhammad Husnu; Marzuki Marzuki
Ahmad Dahlan Journal of English Studies Vol 8, No 1 (2021): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i1.17583

Abstract

This research aimed at knowing about an analysis of student’s difficulties in mastering phrasal verb. This research is descriptive qualitative research. The subject of research was the students of Hamzanwadi University which consisted of 10 students. In this research, observation, questionnaire, and semi structured interview, were used for collecting data. The researcher conducted a descriptive design to analyzed and understanding people or human problems and describe the situation which is related to the students’ problem when using phrasal verb. The finding revealed that the student’s in Hamzanwadi University get difficulties in mastering phrasal verb. Otherwise, based on the result of observation, questionnaire, and interview, were clarified that students in Hamzanwadi University faced many problems, such as lack of vocabulary, less understanding of phrasal verb and difficulty to produce sentences with phrasal verbs.
THE INCLUSION OF AFFECTIVE VALUE INTO ENGLISH TEXTS IN TEACHING READING (An Experimental Study at Tenth Grades of SMA NW Pancor In The School Year 2010) Muhammad Husnu
Educatio Vol 5, No 1 (2010)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v5i1.114

Abstract

This research is aimed at finding out whether: The purpose of this research is to find out to what extent that the English texts that included in affective value effective in teaching reading at tenth grades of SMA NW Pancor in the school year 2012-2013The method which was applied in this research was experimental study. It was conducted at the tenth grades of SMA NW Pancor.  The population of the research is tenth grades of SMA NW Pancor in the academic year of 2010. The samples were two classes. In taking the sample, a cluster random sampling technique was used. Each class was divided into two groups.  Then, the techniques which were used to collect the data were a multiple choice test for getting the data of the students’ reading skill. The instruments were tried out to get valid and reliable items. T-test was used to analyze whether the alternative hypothesis is accepted or not.The statistical analysis had described that mean of the experimental group on pre-test is 12.87 and mean score on post-test is 16.06. Meanwhile, mean score of the control group on pre-test is 13.09 and mean score on post-test is 14. By using t-test at the level of significance (a) 0.05, the researcher got t-test t-table, that is 6.18 2.00, it means that there was a significant difference between the students’ reading comprehension before and after students were taught by using the English texts that included in affective value. Besides in the hypothesis testing, the result showed that the students’ achievement on posttest at experimental group was categorized into high rank. Meanwhile, the control group on posttest was categorized into average. It can be concluded that the English texts that included in affective value as a media was effective in teaching reading. Based on the findings, it can be concluded that in general the English texts that included in affective value is more effective than the conventional texts to teach reading.In accordance with the above result, the English teacher is expected to be able to select the appropriate teaching media to teach reading for their students. Key Words: affective value, English text, and Teaching Reading
THE EFFECTIVENESS OF WEB BLOG MEDIA TO TEACH READING AT FIRST SEMESTER OF STKIP HAMZANWADI SELONG IN THE ACADEMIC YEAR 2011-2012 Muhammad Husnu
Educatio Vol 7, No 1 (2012)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v7i1.125

Abstract

Reading is an extremely effective means of extending our command of language, so it has a crucial place in classroom in which language learning is a central purpose. In teaching reading, a media is needed; it can make the students motivating and interesting. One of the media used was blog. Blog media can be adopted in any classroom to encourage active learning among students. The problems stated in this study are what extent that blog as teaching media effective in teaching reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? and how to use blog as teaching media in teaching  reading at first semester of STKIP Hamzanwadi Selong in the academic years 2011-2012? This is a classroom action research. In this study, there were three cycle must be conducted with total of students were 35 students as a research subject. The writer used an observation of students activity and a test to evaluate the students’ learning result in reading comprehension in form of multiple choices test that consisted of 20 items which each items consisted of four options After collecting and calculating the data, the researcher found that the successful percentage of each cycles were: for observation of students learning result got at cycle I (2,7), cycle II (4,6), cycle III (8,0) and the result of students learning evaluation got at cycle I (54,28%), cycle II (68,57%), cycle III (91,42%). Based on the result of data collection, using blog as a media in teaching reading comprehension was more effective than students who were taught by conventional strategy. Key Words: Blog as a media and Teaching Reading
Demonstrating Technique to Teach Vocabulary Viewed From Student Intelligence Muhammad Husnu
VELES Voices of English Language Education Society Vol 1, No 1 (2017): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v1i1.391

Abstract

This research was aimed at finding out whether: (1) demonstrating technique was more effective than translation technique to teach vocabulary; (2) the students who had high intelligence have better vocabulary than those who had low intelligence; and (3) there was an interaction between teaching techniques and intelligence for teaching vocabulary. Designed as experimental study, it was conducted at the fourth grade of SDN 3 Pancor.  The population of the research was the fourth grade students of SDN 3 Pancor in the academic year of 2015-2016. The samples were two classes. A cluster random sampling technique was used to take the samples. Each class was divided into two groups (the students who have high and low intelligence). Then, the techniques used to collect the data were an intelligence test and a multiple choice test. The vocabulary instruments were tried out to get valid and reliable items. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Turkey test. Based on the findings, it can be concluded that in general demonstrating technique was more effective than translation technique to teach vocabulary. For the students who had high or low intelligence, demonstrating technique was more effective than translation technique to teach vocabulary. In accordance with the above result, the English teacher was expected to be able to select the appropriate teaching technique to teach vocabulary for the students who had high or low intelligence. 
EFL Students’ Ability and Barriers in Report Text Ari Prasetyaningrum; Maman Asrobi; Muhammad Husnu; Saopia Royahin
English Language in Focus (ELIF) Vol 4, No 2 (2022): English Language in Focus (ELIF)
Publisher : English Department, Faculty of Education, Universitas Muhammadiyah Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24853/elif.4.2.162

Abstract

The research purposes were to determine the students’ ability along with the barriers in writing report texts of the eleventh graders at MA NWDI Perian. This research adopted a mix method of sequential explanatory analysis (quantitative descriptive-qualitative).  The Instruments were written tests and interviews. Students were first asked to write report texts to determine their ability and then they were asked a series of questions related to the data results. Based on the results, the mean score was 52.19 and the passing grade for English was 70. This indicates that the participants’ ability in writing report texts is poor or below standard. There are five components that are assessed, and participants' ability levels in these five components are still relatively low. The percentages of each assessment were as follows: content 21%, organization 21%, vocabulary 18%, language 18%, and mechanic 22%. According to the results of qualitative data analysis, the barriers in writing report texts were content, organization, vocabulary, language, and mechanics. In addition to those students barriers, there are other factors that should be considered in writing tasks, such as motivation, lexicogrammar features, paragraph elements, or three main factors that influence students' writing skill, namely psychological, sociocultural and linguistic.  Furthermore, this study was conducted while the pandemic was still widespread and the interaction of teachers and students during the teaching and learning process were only conducted via virtual setting. This, of course, makes teachers less effective in delivering lessons, particularly in writing, which requires extensive practice, proofreading, discussion, and revision activities. In addition, factors such as space barriers and, in some cases, network restrictions and the use of unappropriate teaching methods or strategies, all have an impact on students' writing skills.
GRIT DALAM PENDIDIKAN Takiuddin Takiuddin; Muhammad Husnu
JKP (Jurnal Konseling Pendidikan) Vol 4, No 2 (2020): Desember 2020
Publisher : JKP (Jurnal Konseling Pendidikan)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Sejak diperkenalkan oleh Seligman dkk diera tahun 1970 an Psikologi positif sebagai suatu gerakan baru dalam psikologi mendapat banyak perhatian dikalangan psikologi . Psikologi positif sebagai sebagai suatu gerakan baru menawarkan  tema-tema psikologi yang  menarik untuk dapat diterapkan di dalam pendidikan. Salah satu konsep teori dalam psikologi positif yang dapat diterapkan dalam pendidikan khusunya untuk mengembangkan karkater siswa adalah Grit. Grit adalah fator non kognitif yang dapat memberikan kontribusi terhadap keberhasilan dan kesuksesan  siswa dalam proses pendidikan. Grit meliputi perpaduan antara kekuatan passion, kegigighan, dan ketabahan dalam beraktivitas. Grit pertama kali diperkenalkan oleh Angela Duckwort salah satu tokoh dalam psikologi positif. Grit adalah salah satu model karkater yang penting untuk dikembangkan pada siswa agar siswa dapat berkembang dana sukses  dalam pendidikan. Untuk mengetahui apakah  grit dapat diterapkan dalam pendidikan dan varibel varibel apa saja dalam pendidikan yang dapat  mempangaruhi grit. Metode yang digunakan adalah studi literature dengan cara menelusuri sumber-sumber tentang grit dari berbagai sumber seperti jurnal ilmiah dan buku-buku literature  tentang grit. Grit merupakan salah satu teori dalam psikologi positif yang menekankan faktor kognitif yang dapat menunjang kesuksesan seseorang dapat dikembangkan dan diterapkan dalam pendidikan hal ini dapat dilihat dari berbagai penelitian tentang grit kaitannya dengan pendidikan dan hasil pendidikan.
Communicating Technique in Teaching Speaking: Learning Opportunity and Students’ Perceptions Muhammad Husnu; Muh Alfi Efendi; Elda Silvianti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.2888

Abstract

This research was carried out with the aim of expressing perceptions and improving students' English speaking skills to be more intense and active by using the communicating technique method. This study used an experimental method and an analysis of student cognition integrated with the quantitative and qualitative research methods using oral trials. The means of this study are pre-testing, treatment, post-testing, interviews, and observations. Analytical techniques used when processing data in Statistical Package for Social Sciences 22.0 for Windows. The test results before applying the communicating techniques were only 60% of students had the ability to speak English but after the application of the communicating technique. It increased to 90% of students’ ability to speak English. In analyzing student perceptions, the research result showed that the communicating techniques were effective in improving students’ ability in English. The application of the communicating techniques in learning English, especially in speaking skills, is the right strategy to improve students’ abilities because these techniques can turn abstract concepts into reality in the classroom.
Co-Authors Elda Silvianti Handini, Baiq Suprapti Maman Asrobi Marzuki Marzuki Muh Alfi Efendi Prasetyaningrum, Ari Saopia Royahin Takiuddin Takiuddin