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AN ANALYSIS OF TEACHERS’ QUESTIONING STRATEGIES IN ELT (ENGLISH LANGUAGE TEACHING) THE CLASSROOM INTERACTION AT ELEVENTH GRADE SMA MUHAMMADIYAH 1 UNISMUH MAKASSAR Ayu Erianti; Erwin Akib; Farisha Andi Baso
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 1 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

This research deals with teacher questions in senior high school English classroom. The study was conducted to answers three of problem statement. The study was conducted at SMA Muhammadiyah 1 UNISMUH Makassar with the descriptive qualitative method. The study was carried out by observing, interview and taking video recordings of 1 English teacher and 15 students. The researcher takes 2 class in one meeting consist of 90 minutes each class. The result showed that procedural (13%), display (74%) and referential (13%) questions were found in the type of teacher questioning strategies used. However, the reason why teacher used the types of the question is according to the function of the question type. Then the effect of the question to the students based on 6 questions that researcher asked. 60% students agree with the Q1 and 40% disagree. For the Q2 100% students agree with the question that researcher ask and also the Q3 100% students agree with the question. While for Q4 60% students agree and 40% of them disagree. 40% agree and 60% disagree to Q5 and 80% agree and 20% disagree for the Q6.

BRAIN-SKETCHING TECHNIQUE FOR DESCRIPTIVE TEXT IN IMPROVE WRITING SKILL AT SENIOR HIGH SCHOOL OF UNISMUH MAKASSAR Erwin Akib
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 1, No 1 (2012): Exposure
Publisher : Universitas Muhammadiyah Makassar

The research aimed at improving the ability of the Eleventh-grade students of Senior High School of Unismuh Makassar in writing descriptive text using the Brain-Sketching Technique. For the purpose, it employed Classroom Action Research in which the researcher worked in planning, implementation, observation, and reflection on the data collected from the teaching and learning process and the students' writing products. The method of this research is Classroom Action Research that consists of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. This classroom action research was done in Senior High School of Unismuh Makassar for English subject. As subjects in this research are class XI IPA 2 in 2012-2013 academic years which consists of 26 students. Those consisted of 14 women and 12 men. The instruments used were writing test and observation sheet. The study was conducted in a diagnostic test, cycle one and cycles two, each cycle was carried out in four meetings. The objective of the research was intended to know the improvement of the students’ writing ability after using Brain-Sketching Technique at the Eleventh-grade students of Senior High School of Unismuh Makassar. The findings indicated that using Brain-Sketching Technique could improve the students' ability in writing descriptive text. Before giving implementation the researcher gave the students diagnostic test and the mean score of diagnostic test was 63.90 as classification “fairly good”. Then the researcher conducted the first cycle and the second cycles, and the result showed that the students' scores in the first and second cycles improved. In the first cycle, the mean score of students was 67.22 as classification “fairly good”, meanwhile the mean score of students in the second cycle was 71.41 as classification “good. It means that the improvement of students’ writing ability from D-Test to cycle I was 5.21%, the cycle I to cycle II was 6.22%, D- test to cycle II was 11.73%. Keywords: Brain-Sketching, Technique, Descriptive, Text, Writing.

Critical thinking in cognitive domain: Exploring assessment of English teaching at pandemic period of covid-19 Erwin Akib; Muh. Arief Muhsin
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.752

Assessment is an evaluation tool in learning adjusted to the times. The criteria must be included in the assessment are indicators in the cognitive domain and critical thinking. Therefore, this study intends to explore teaching assessments prepared by lecturers in assessing students' cognitive shutter and critical thinking abilities. The data took in the pandemic period of pandemic in Covid-19. The subjects of this study were 269 lecturers who teaching in English education departments in some Muhammadiyas’ university in South Sulawesi. There were 25 items of questionnaires arranged to analyses the teacher assessment based on 10 indicators in critical thinking. The results showed the dominant lecturer measured the ability of students on the C1-C2 scale even though some lecturers had been on the C5-C6 scale. The lecturer learning assessment has implemented indicators of critical thinking skills. The study recommended for future researcher in developing assessment of teaching especially for English department.

HOW ERRORS MADE IN ESSAY WRITING: AN ANALYSIS USING GRAMMARLY SOFTWARE IN EFL STUDENTS Ismawati Ismawati; Erwin Akib; Arief Muhsin
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 1 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v9i1.1815

Errors in writing are naturally made in EFL teaching. This research aimed to find out the errors of correctness, clarity, engagement, delivery, and plagiarism in student essay writing using Grammarly Software in the third semester of English education. This research conducted at Muhammadiyah University of Makassar. The researcher used the descriptive quantitative method. The participants were 21 students from the third semester at English education of University Muhammadiyah of Makassar. The study took sample by apply purposive sampling. The instrument of this research is the students’ essay writing. The research results found 452 errors based on Grammarly software made by the third semester in English education at University Muhammadiyah of Makassar. Those errors can classify as follow: 73.5% errors of correctness, 17.5% errors of clarity, 7.7 % errors of engagement, 1.3% errors of delivery, and 0% errors of plagiarism.

Pengaruh Media Animasi Terhadap Keterampilan Menulis Cerita Murid Kelas V SD Se-Kota Makassar Syahruni Hambali; Erwin Akib; Sitti Aida Azis
Syntax Literate Jurnal Ilmiah Indonesia
Publisher : CV. Ridwan Publisher

Masalah utama dalam penelitian ini adalah bagaimana pengaruh penggunaan media animasi terhadap keterampilan menulis cerita murid kelas V SDN se-Kota Makassar. Penelitian ini bertujuan untuk mengetahui bagaimana pengaruh penggunaan media animasi terhadap keterampilan menulis cerita murid kelas V SDN se-Kota Makassar. Jenis penelitian ini adalah penelitian quasi eksperimen yang bertujuan untuk mengetahui pengaruh penggunaan media animasi terhadap keterampilan menulis cerita murid kelas V SD Negeri se-Kota Makassar sebanyak 112 murid, dikelompokkan atas dua kelompok, yaitu siswa kelas V SD Pongtiku dan kelas V SD Kaccia sebanyak 56 orang sebagai kelompok/ kelas eksperimen dan siswa kelas V SD Sangir dan kelas V SD Labuang Baji sebanyak 56 orang sebagai kelompok/ kelas kontrol. Penelitian dilaksanakan selama 10 kali pertemuan yang terbagi 5 kali pertemuan pada kelas eksperimen dan 5 kali pertemuan pada kelas kontrol. Pengambilan data dilakukan dengan menggunakan tes hasil belajar bahasa Indonesia berupa pre-test dan post-test. Adapun hasil analisis deskriptif yang diperoleh sebagai berikut, menunjukkan bahwa siswa kemampuan dalam menulis cerita lebih tinggi, dimana skor murid kelas eksperimen lebih tinggi daripada kelas kontrol. Sementara itu, dari hasil uji-t menunjukkan bahwa perbedaan signifikan nilai t-tabel dengan nilai t-test terbukti dengan t-test. Berdasarkan hasil penelitian maka dapat disimpulkan bahwa media animasi berpengaruh terhadap keterampilan menulis cerita pada murid kelas V SD Negeri se-Kota Makassar. Kata kunci: Keterampilan media animasi, media animasi dan hasil belajar

Kolb’s learning Style Affect EFL Creativity of Indonesian Students Eny Syatriana; Erwin Akib; Saiful Saiful
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The purpose of this study is to find out the learning preference for English as a Foreign Language learners’ for speaking ability of Muhammadiyah University. Since speaking is the most intense ability to use in communicating with others and it plays very important in a variety of language productions, talks can be in the form of discussion, speech, debate, argumentation, dialogue or conversation, storytelling and retelling. Language users orally use language to express their desires, feelings, thoughts with others, so that people can understand what is expressed. But the fact, the communication still encounters many misunderstandings where the problems may affect the mastery of accuracy, fluency, flexibility and comprehensibility of students. In addition, the role of Kolb learning style to mastering the ability of the students was investigated by fifty eight EFL learners participated in the study. They took a topic to discuss, and engage by an oral interview.In addition, the result of the analysis of the questionnaire significantly predicted that assimilator 44.82% as the abstract conceptualization have and the most cognitive approach is making the biggest contribution compare to other style. This study has focus on need analysis result point out that four types of learning style has significant 0,05 is normal in terms of the learning outcome. These findings provide evidence on the role of Kolb’s learning style can foster the learners’ creative learning in speaking.

Pengaruh Pendekatan Literasi dengan Teknik 6M Berbantuan Media Gambar terhadap Kemampuan Menulis Cerita Narasi dan Kemampuan Bercerita Kelas III Nurul Hidayah; Erwin Akib; Tarman A. Arif
Jurnal Basicedu Vol 6, No 6 (2022): December 2022
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i6.4064

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan literasi dengan teknik 6M berbantuan media gambar terhadap kemampuan menulis cerita narasi dan kemampuan bercerita siswa kelas III MI Abu Hurairah Makassar. Jenis penelitian ini adalah penelitian Quasi-Experimental Research atau Penelitian Eksperimen Semu. Metode yang digunakan yaitu literasi teknik 6M berbantuan media gambar pada kelas eksperimen. Sedangkan pada kelas kontrol hanya menggunakan metode konvensional. Peneltian ini terdiri atas 48 siswa kelas III yaitu 30 siswa kelas kontrol dan 18 siswa kelas eksperimen. Teknik analisis data yang digunakan yaitu menggunakan uji manova sebelum melakukan uji tersebut terdapat uji normalitas dan uji homogenitas. Hasil pengujian hipotesis manova menunjukkan bahwa nilai sighitung (0,00) < sig. α (0,05) berarti Ho ditolak dan Ha diterima artinya ada pengaruh yang signifikan antara kemampuan menulis cerita narasi dan kemampuan bercerita siswa kelas III MI Abu Hurairah Makassar. Dengan demikian literasi teknik 6M berbantuan media gambar dianggap berhasil dalam meningkatkan kemampuan menulis cerita narasi dan kemampuan bercerita bagi peserta didik sehingga metode ini dapat digunakan guru dalam kegiatan proses pembelajaran guna menciptakan suasana pembelajaran yang baru.

Pengaruh Pendekatan Literasi dengan Teknik 6M Berbantuan Media Gambar terhadap Kemampuan Menulis Cerita Narasi dan Kemampuan Bercerita Kelas III Nurul Hidayah; Erwin Akib; Tarman A. Arif
Jurnal Basicedu Vol 6, No 6 (2022): December 2022
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v6i6.4064

Penelitian ini bertujuan untuk mengetahui pengaruh pendekatan literasi dengan teknik 6M berbantuan media gambar terhadap kemampuan menulis cerita narasi dan kemampuan bercerita siswa kelas III MI Abu Hurairah Makassar. Jenis penelitian ini adalah penelitian Quasi-Experimental Research atau Penelitian Eksperimen Semu. Metode yang digunakan yaitu literasi teknik 6M berbantuan media gambar pada kelas eksperimen. Sedangkan pada kelas kontrol hanya menggunakan metode konvensional. Peneltian ini terdiri atas 48 siswa kelas III yaitu 30 siswa kelas kontrol dan 18 siswa kelas eksperimen. Teknik analisis data yang digunakan yaitu menggunakan uji manova sebelum melakukan uji tersebut terdapat uji normalitas dan uji homogenitas. Hasil pengujian hipotesis manova menunjukkan bahwa nilai sighitung (0,00) < sig. α (0,05) berarti Ho ditolak dan Ha diterima artinya ada pengaruh yang signifikan antara kemampuan menulis cerita narasi dan kemampuan bercerita siswa kelas III MI Abu Hurairah Makassar. Dengan demikian literasi teknik 6M berbantuan media gambar dianggap berhasil dalam meningkatkan kemampuan menulis cerita narasi dan kemampuan bercerita bagi peserta didik sehingga metode ini dapat digunakan guru dalam kegiatan proses pembelajaran guna menciptakan suasana pembelajaran yang baru.

ENHANCING THE STUDENTS' WORD LEARNING WITH EXPLICIT INSTRUCTION OF SPECIFIC WORDS AT SMPN 3 PATTALLASSANG Hanisa Masuku; Erwin Akib; Ariana
English Language Teaching Methodology Vol. 2 No. 1 (2022): ELTM: Teaching Instruction and Models
Publisher : FKIP Unismuh Makassar

The objective of this research was to find out how explicit instruction increased students' knowledge of certain words and to know out whether there was a significant increase in knowledge of words taught with explicit instructions at SMPN 3 Pattallassang.This research used the Pre-experimental Design as a research design that involves two types of instruments in data collection, namely pretest and posttest. The subject of this research was eighth grade students at SMPN 3 Pattallassang which consist of one class. The object of this research was the eighth grade students. The data was analyzed by significant differences on students' knowledge of specific words before after being taught with explicit instruction.The findings of this study concluded that the used of explicit instruction improved the vocabulary mastery of eighth grade students of SMPN 3 Pattallassang. This was evidenced by the average score of the test, vocabulary in terms of verbs in the pre-test was 54.56 and post-test was 80.32, and the improvement from pre-test to post-test was 47%, the average score of the test in terms of words objects in the pre-test was 52.08 and the post-test was 75.47, and the improvement from pre-test to post-test was 42%, the mean test score in terms of adjectives in pre-test was 56.08 and post-test was 82.64, and the improvement from pre-test to post-test was 48%, the average score students' vocabulary in the pre-test was 54.48 and after the post-test was 79.47 and the improvement from pre-test to post-test was 46%.

The THE IMPLEMENTATION OF THEME-BASED TEACHING TO IMPROVE STUDENTS’ ENGLISH VOCABULARY IN SPEAKING Fitrah Rachmadani; Erwin akib; Eka Prabawati rum
English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

The objective of the research was to discover whether or not the theme-based teaching improve students’ vocabulary in speaking skill. This research was in quantitative design. The population of this research was 100 students in MTS Muhammadiyah Lempangan Gowa at VII grade. By applying simple random sampling technique, the sample of this research was 30 students of class VII-A. Research instruments used for collecting the data were pretests and posttest. The research was done in two cycles. The pretest consisted of six questions. The post test 1 consisted of one question with theme “school”. The post test 2 consisted of the similar instruction as the prior test but modified with pictures. The results of the research showed that the students' vocabulary mastery in speaking skill increased significantly. In pretest, there were only 14 students fulfill the KKM which was 70. The mean score of pretest was 68.3. In cycle 1, the mean score kept improving to 73.05 came from 21 students. In cycle 2, the mean score rose to 79.56 resulted from 24 students. There was 4 student left who did not pass the KKM.

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