Articles
<![CDATA[Pengajaran noun-pronoun agreement bagi mahasiswa Business English ]]>
<![CDATA[Hasriani G]]>;
<![CDATA[Mardiyanah Nasta]]>
<![CDATA[ DEDIKASI Vol 21, No 2 (2019): Jurnal Dedikasi ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/dedikasi.v21i2.11492
<![CDATA[The partner of this service program was the second semester students of Business English Study Program, Faculty of Language and Literature, State University of Makassar. The problem of partner was the lack of knowledge regarding conformity between noun and pronoun in an English sentence so that they continue to make mistakes in writing or expressing an English sentences. The expected outcome was the students have an understanding of noun-pronoun agreements in English and can make English sentences correctly both in oral and written form. The approach used in conducting this program consisted of two methods, namely the presentation and practice. The results achieved were the participants (1) have knowledge and understanding that are likely not at the same level regarding the basic theories of noun-pronoun agreement, (2) are able to adjust between pronoun with the noun that precedes the pronoun (antecedent) in an English sentence, and (3) around 95% are able to do exercises in accordance with the theories in oral or written form even though some of them or about 5% are sometimes still wrong in writing or saying the sentence in English.]]>
<![CDATA[INSTAGRAM FOR WRITING PRACTICE: STUDENTS’ PERCEIVED USEFULNESS AND EASE OF USE ]]>
<![CDATA[Mardiyanah Nasta]]>;
<![CDATA[Fatimah Hidayahni Amin]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v9i1.17109
<![CDATA[Social media has grown rapidly and affects our everyday life. It helps many aspects in our life, including students’ life. Instagram, one of the top platforms to use in the world recently, can be brought to the classroom for student’s learning purpose. Therefore, this research aims to specifically investigate students’ perception toward its usefulness and ease for writing practice. The sample was 31 out of 66 students in English Literature Study Program in the Faculty of Languages and Literature of one state university in Makassar. The data were collected by distributing questionnaire and by interviewing half of the participants. The items in the questionnaire were adapted from Davis (1989) theory about Technology Acceptance Model Articles. Supporting data were taken from the result of an interview. This research found that items in both perceived ease of use and perceived usefulness majority received a positive response. Students’ knowledge of Instagram is an advantage in using it as a writing practice medium. The distraction from the learning process is the downside that frequently happened while using it. This indicates that Instagram is a useful media for writing practice.]]>
<![CDATA[English Teachers’ Pedagogical Competence in Regard to Planning the Teaching and Learning Process ]]>
<![CDATA[Hasriani G Hasriani G]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 10, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v10i2.4891
<![CDATA[This research aimed at identifying the English teachers’ pedagogical competence in planning the teaching and learning process. The profile of English teachers’ pedagogical competence in planning the teaching and learning process was based on the National Standard of Education, in section 28, sub-section 3 point a. The researcher employed descriptive evaluative method. The subjects of this research were four English teachers from different schools of Madrasah Aliyah in Kabupaten Enrekang. The purpose of the research was to describe the teachers’ pedagogical competence in planning the teaching and learning process. Based on the result and discussion, the four teachers had different quality in terms of pedagogical competence in planning the teaching and learning process. The scores of the teachers were: teacher 1 = 4 (very good), teacher 2 = 3 (good), teacher 3 = 3 (good), and teacher 4 = 3 (good). Based on the result and discussion, it could be concluded that the four teachers had good quality in terms of pedagogical competence in regard to planning the teaching and learning process. The four teachers realized the importance of the arrangement of lesson plan before teaching the students in the classroom.]]>
<![CDATA[Pengajaran Go, Play and Do Related To Sports pada Komunitas Penggiat Olahraga Massenrempulu ]]>
<![CDATA[Rahmad Risan]]>;
<![CDATA[Sulaeman Sulaeman]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat SEMINAR NASIONAL 2021 : PROSIDING EDISI 3 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[Abstrak. Mitra Program Kemitraan Masyarakat (PKM) ini adalah para penggiat olaharaga massenrempulu yang terdiri dari Atlet dan pemuda massenrempulu, kabupaten Enrekang. Permasalahan pada mitra adalah: kurangnya pengetahuan para penggiat olahraga dari massenrempulu tentang cara menggunakan kata atau kalimat bahasa inggris yang berhubungan dengan olahraga baik itu secara lisan maupun tulisan. Pendekatan yang diberikan dalam pelaksanaan pelatihan terdiri dari tiga metode pelaksanaan yang terdiri dari penyajian materi, pemberian latihan dan penberian quiz secara online. Berdasarkan hasil evaluasi dari tim pelaksana, setiap penugasan yang diberikan kepada peserta pelatihan memberikan dampak yang cukup signifikan terhadap pengetahuan dan pemahaman para peserta mengenai fungsi dan penggunaan Go, Play and Do dalam bahasa Inggris yang berhubungan dengan olahraga. Peserta pelatihan yang awalnya masih memiliki kesalahan dalam menggunakan atau memasangkan kosa kata dalam bahasa inggris dapat menunjukkan antusiasme mereka dalam memahami materi tesebut dengan banyak bertanya kepada tim pengabdi. Hasil yang dicapai dalam kegiatan ini adalah (1) mitra memahami penggunaan Go, Play and Do dalam Bahasa Inggris, (2) mitra mampu membuat kalimat Bahasa Inggris dengan benar secara lisan maupun tertulis. Kata kunci: Go-Play and Do, Penggiat Olahraga, Bahasa Inggris]]>
<![CDATA[Pengajaran Subject – Verb Agreement bagi Mahasiswa Program Studi Bahasa dan Sastra Indonesia ]]>
<![CDATA[Hasriani G Hasriani G]]>;
<![CDATA[Maemuna Muhayyang]]>;
<![CDATA[Mardiyanah Nasta]]>;
<![CDATA[Rahmad Risan]]>
<![CDATA[ Seminar Nasional Pengabdian Kepada Masyarakat Vol 2018, No 5: Prosiding 5 ]]>
Publisher : <![CDATA[Seminar Nasional Pengabdian Kepada Masyarakat ]]>
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<![CDATA[This study aims to depict the ability of secondsemester students of Indonesian and Literature Study Programin Faculty of Language and Literature in Universitas NegeriMakassar regarding the subject-verb agreement in English andthe ability to make sentences in English correctly both spokenor written. The methods employed in this study werepresentation and training. The majority of the participants(90%) are able to apply their knowledge and understanding,express present tense sentences properly and correctly both inspoken and written and 10% of them still make errors.Participants activeness is indicated by their positive attitude,motivation, confidence, and responsibility in practicing anddoing their tasks, which support their knowledge andunderstanding in subject-verb agreement materials. Based onthe observations and evaluation, each assignment given to thetraining participants had a significant impact on theirknowledge and understanding of the suitability between thesubject and the predicate in English sentence structure.]]>
<![CDATA[Program Kampus Mengajar Angkatan 3 (KM3) Dalam Kegiatan Administrasi Sekolah Di SD Inpres Kelapa Tiga 1 ]]>
<![CDATA[Hasriani G]]>;
<![CDATA[Rahmad Risan]]>;
<![CDATA[Abdul Haliq]]>;
<![CDATA[Eka Patria Ningsih]]>;
<![CDATA[Nafila Nafila]]>;
<![CDATA[Andini Indahyani]]>;
<![CDATA[Nurul Yushifa S]]>;
<![CDATA[Ririn Mardiani Kartika]]>;
<![CDATA[Sulfadli Sulfadli]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Nusantara Vol. 4 No. 3 (2022): September : Jurnal Pengabmas Nusantara ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Manado ]]>
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DOI: 10.57214/pengabmas.v4i3.143
<![CDATA[Kegiatan Kampus mengajar mempunyai peran yang sangat penting dalam meningkatkan kualitas pendidikan pada sekolah dasar dan sekolah menengah. Dengan adanya program ini, Sekolah mendapatkan kekuatan baru untuk bangkit dalam upaya menata kembali proses pembelajaran setelah beberapa waktu terkena pandemi Covid 19. Pelaksanaan kegiatan ini dilaksanakan dengan beberapa langkah mulai dari tahap pembekalan atau pelatihan, perancangan dan pelaksanaan program serta tahap akhir yaitu evaluasi program. Hasil dari kegiatan ini menunjukkan perkembangan yang signifikan yang dialami oleh pihak sekolah khususnya dalam menata dan mengatur administrasi di sekolah baik yang berhubungan dengan sarana dan prasarana maupun yang berhubungan dengan proses pembelajaran yang berlangsung. Kegiatan administrasi sekolah ini membuat suasana belajar kembali hidup setelah terdampak Covid 19.]]>
<![CDATA[EFEKTIFITAS TEKNIK PENGAJARAN LISTENING SECARA ONLINE ]]>
<![CDATA[Hasriani G]]>;
<![CDATA[Rahmad Risan]]>
<![CDATA[ EDUPEDIA Vol 6, No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Ponorogo ]]>
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DOI: 10.24269/ed.v6i2.1505
<![CDATA[Teaching English cannot be separated from teaching language skills, including Listening. This study aims to find out the views of students regarding the effectiveness of online learning technique applied by lecturer in teaching listening course. This research is a qualitative descriptive study. Data was collected through a questionnaire. The data collected were analyzed qualitatively by describing the information obtained through a questionnaire. The subjects of this study were 4th semester students of the English Education study program, Faculty of Languages and Literature, Universitas Negeri Makassar who had programmed the Intensive Listening course. The results showed that based on the results of the questionnaire, about 67% of students considered that online listening teaching was quite effective because the methods and materials presented by the lecturers were well received by them so that their listening skills improved. 10% of students think that they have problems in learning listening online because of internet network disturbances and limited internet quota. In addition, there are also difficulties with vocabulary. However, about 10% of students think that teaching listening offline or face-to-face is more effective than teaching listening online. They prefer to interact directly with lecturers. Around 13% of students think that teaching listening both offline and online is the same. It can be concluded that online listening teaching is effective in improving students' knowledge and skills as long as it is supported by methods, materials and devices that are in accordance with learning objectives.]]>
<![CDATA[Teachers’ Perceptions about the Use of Code-Mixing in Teaching English ]]>
<![CDATA[Nur Aeni]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Nur Aeni]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 2, No 2, April (2023): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aims to determine the perceptions of the teachers about the use of code-mixing in teaching English. The researchers used a mixed-method triangulation research design (quantitative-qualitative). To achieve the research objectives, the data collected is the result of observation, interview, and questionnaire. The sample in this research was the teacher who taught in a third-year English class in SMP 4 Bantimurung. The results of data analysis showed that the perceptions of teachers had positive perceptions about the use of code-mixing in teaching English as evidenced by the results of observations and interviews which showed positive responses to the use of code-mixing and also supported by accurate data from a questionnaire where there was mean score 68 for teacher. The reason why a teacher had a positive perception of code mixing in teaching English is that the teacher considers that code-mixing can help teachers to make students more actively participate in taking English lessons. The use of L1 or Indonesian by the teacher can help students understand teacher instructions, subject matter, assignments, and even exams. In addition, students can also improve their vocabulary and how to pronounce new vocabulary acquired during the teaching-learning process.]]>
<![CDATA[The Effect of Personal Words Notes on Enhancing Students’ Vocabulary Mastery ]]>
<![CDATA[Nur Fadila]]>;
<![CDATA[Geminastiti Sakkir]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 2, No 2, April (2023): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This exercise aims to find out how personal word notes affect students' vocabulary. This study used a one-group pre- and post-test experimental design with a focus on quality. According to research, students at MTs Babussalam can use Personal Words Notes (PWN) in class, based on the findings and discussion of chapters and findings of papers. The purposive sample that suits the two students is different. Test data (both after and after the test) are collected. The results show that the "Poor" frequency of the pretest mean score is 44.8. The coefficient of "Good" for the post-test mean score is 87.2. Therefore, a comparison of the student's vocabulary with personal notes can be calculated, which shows that the exercise is based on the student's vocabulary.]]>
<![CDATA[STUDENTS’ PERCEPTION OF LECTURERS’ TONE OF VOICE AS A STYLE OF COMMUNICATION IN TEACHING ENGLISH DURING VIRTUAL MEETING SESSIONS ]]>
<![CDATA[Ardin Saputra]]>;
<![CDATA[Amra Ariyani]]>;
<![CDATA[Hasriani G]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, June (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aimed to find out the students’ perception of the lecturer's tone of voice as a style of communication in teaching English during virtual meeting sessions for English education students, at Universitas Negeri Makassar. This study used a descriptive qualitative method. The participants in this study were third-year students. The data was collected through interviews. Based on the general results of the interviews, the participants gave positive perceptions. The results of the data showed that students have a positive perception of lecturers’ tone of voice as a style of communication in teaching English during virtual meeting sessions.]]>
