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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Ethical Lingua: Journal of Language Teaching and Literature DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra
Nuur Insan Tangkelangi
Universitas Cokroaminoto Palopo
Humanities Education Languange, Linguistic, Communication & Media Other

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 1 
Students' Competence in the TOEFL Structure and Written Expression Nuur Insan Tangkelangi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 8, No 1 (2020): 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.v8i1.1271

Abstract

This study aims to find out the students' competence in answering questions on TOEFL structure and written expression. It mainly focused on Information and Technology students because the current curriculum in the institution requires them to take TOEFL. Ninety-two students from three different classes participated in this study. Data collection was done by utilizing an adopted test consisting of 40 questions was used. The data shows that the students' competence in the TOEFL structure and written expression is low. It is revealed by observing the mean scores of the students, namely 23.75 (class A), 27.5 (class B), and 42.5 (class C). One of the main reasons to explain this scenario is due to their poor English Grammar. Therefore, the study suggests the students should be guided in learning basic-to-advanced level of English Grammar before introducing them to the TOEFL's structure and written expression.
Students' Understanding of Plagiarism in Academic Writing: Indonesian Context Nuur Insan Tangkelangi; Suardi Suardi; Rahmawati Upa'
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (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.v9i2.2293

Abstract

Extensive studies identify plagiarism as a grave problem in Indonesian university students’ academic writing (Adiningrum, 2015; Sulaiman, 2015; Zalnur, 2012).Plagiarism is the most severe problem found in students’ theses in the context investigated in this study (Tangkelangi & Widyasari, 2015).However, no study explicitly examines the extent that students understand plagiarism, including both its concept and its practices in the focused context. Therefore, this study aims to fill this gap by investigating students’ understanding of plagiarism. Considering the results of previous studies related to the potential factors involved in students’ understanding of plagiarism, this study also aims to determine whether gender and academic achievement are considerable factors in students’ plagiarism understanding in the focused context. To investigate these issues, survey research using an adapted questionnaire was conducted to gather data from seventy participants out of a total population of eighty-five students, who voluntarily participated in this study. The participants were third-year students majoring in English Education who will take a unit discussing plagiarism issues in the next semester. The data gathered from the participants was analysed using the Rasch model to determine the students’ understanding of plagiarism. Then, a t-test of two independent samples was used to examine whether the students’ understanding differed between gender and a Pearson’s rtest was used to examine whether academic achievement correlated with their plagiarism understanding. The results of the analyses revealed that the students had a basic understanding of plagiarism and their understanding did not differ between gender or with academic achievement. These findings imply that several plagiarism principles need to be explored more, including unattributed paraphrasing, self-plagiarism and citations and referencing. It is also implied that special treatment for a particular gender or a certain academic achiever is not necessary.
Cultural Matters in an English Course: Beyond Local Versus Target Language Cultural Matters Nuur Insan Tangkelangi; Kalvin Sandabunga; Edi Wahyono
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.380

Abstract

This study aims at finding out whether materials in an English course embrace local and/or target language culture. To investigate this issue, learning materials of the course were analysed. This learning materials were seen in the syllabus, lesson plan, and the learning sources used in the course. The results of the analysis show that the course embed both local and target language cultures. Interestingly, the materials also embed global cultures which means the contexts discussed are not merely limited to local and/or target language contexts but also contexts in various countries. Both local and target language cultures can be found in the examples used in grammar materials. Meanwhile, global contexts can be seen in language skills contents. Beside of discussing the example uses of local and target language cultures, this article also discusses several debated points of the use of these cultures. Then, at the end of this article a reflective conclusion is presented.
Teachers Perceptions of Lesson Study Implementation at Bua Secondary School Paldy; Opik Dwi Indah; Juwita Crestiani M; Hermini; Nuur Insan Tangkelangi; Andi Mangnguntungi Sudirman
Ethical Lingua: Journal of Language Teaching and Literature Vol. 10 No. 1 (2023): volume 10 No 1 2023
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.576

Abstract

This research is descriptive research with a qualitative approach. It aims to find out how the teachers’ perception regarding the implementation of lesson study. There were 4 teachers of Bua Secondary School who were involved as model teachers in LS activities as respondents in this study. The instruments used questionnaire to gain data of the students’ perception and observation sheet for lesson study activities to support the data. The result of this research shows that through lesson study their students be more active, they become innovative and creative to design and implement differentiation learning, and lots of input or suggestion from observers can improve quality of learning, Moreover, they state that by lesson study they got benefit such as: they can design fun and innovative learning, provide fun learning to students, elaboration occurs in the learning strategy, and through lesson study activities can improve the quality of learning so that it is more meaningful and pro-students. Based on the result, it can be concluded that all the respondents have good perception towards the implementation of lesson study at Bua Secondary School.
Observers’ Reflection Level and Categories on Lesson Study Activities in English Classroom at SMP Negeri 2 Bua Rahmawati Upa; Sri Rahayu; Nuur Insan Tangkelangi
DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Vol. 3 No. 2 (2023)
Publisher : Perkumpulan Dosen Muslim Indonesia - Sulawesi Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/deiktis.v3i2.457

Abstract

Reflection is one stage in Lesson Study activities. It is a very important stage since further effort to improve the learning process depends on the sharpness of the analysis given by the observers in reflection. This research aims at describing the category and the level of observers’ reflection on lesson study activities. This research was conducted in SMP Negeri 2 Bua by using qualitative method. In order to categorize the categories and the level of teacher’s reflection, the researchers used the instrument developed by (Ono et al., 2013) which are divided into 5 reflection categories, those are; 1) teaching and learning strategies, 2) teacher’s behavior, 3) Lesson experienced by students (students’ learning, students’ behavior, and interaction between students), 4) achievement of lesson and curriculum objectives, 5) logistic; management planning, and 4 reflection levels (1, 2, 3, 4). The finding of the research shows that from three times reflection, most of the observers’ comment on reflection was categorized into the third category; that is lessons as experienced by students and this category is in level 1. It means that most of the observers’ comment was focused on describing the students’ experiences/behavior but not including their explanation about the reason of the possible cause for the observation. In the end of this research, some recommendations are drawn for the future reflection.
Co-Authors Edi Wahyono Indah, Opik Dwi Juwita Crestiani M Kalvin Sandabunga Paldy Parjas, Hermini Rahmawati, Upa Sri Rahayu Suardi Suardi Sudirman, Andi Mangnguntungi