Articles
<![CDATA[CORRELATION BETWEEN LEARNING STYLES AND STUDENTS‟ ACADEMIC ACHIEVEMENT IN SPEAKING SKILL IN ENGLISH DEPARTMENT AT HASANUDDIN UNIVERSITY ]]>
<![CDATA[Zul Astri]]>
<![CDATA[ JURNAL ILMU BUDAYA JIB Volume 2 No 1 Januari-Juni 2014 ]]>
Publisher : <![CDATA[Universitas Hasanuddin ]]>
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<![CDATA[Students are individuals with individual needs, interests and methods of processing information.This research aims to elaborate the correlation between learning styles and students‘ academicachievement in speaking skill and explains how well the teaching material and classroomactivities fulfill the needs of students with different learning styles. The respondents of this studyare 30 students of English Department students of academic year 2009/2010. The researcherconducted One-Group Pretest-Posttest design where there is only one group experiment that isgiven pre-test and post-test. In gathering the data, questionnaire, classroom observation, pre, andpost tests are applied. Questionnaire is to know their basic learning style in general. Next,classroom observation is to see and find out students‘ attitude, classroom activities and classroomparticipations. Pre-test is to see their basic speaking skill before the class started and they aregiven learning activities. In addition, post-test is to measure students‘ speaking skill after they aregiven learning activities by teacher. The result of the research shows that 36, 8 % visual learnerscan improve their skill after learning activities are given. Moreover, auditory learners are clearlyseen that they are sophisticated speakers and listeners so in this speaking class they can showtheir ability and it is proved from the data that 83, 3 % auditory learners have increased speakingskill. Furthermore, the learning activities also appropriate for tactile and visual- auditorylearners because 100 % of tactile and visual auditory learners can improve their speakingskill after learning activities are conducted in the classroom.Keywords: Learning style, Material, and English Speaking Skill.]]>
<![CDATA[Need Analysis of Pharmacy Students in Toefl Preparation Class ]]>
<![CDATA[Zul Astri]]>;
<![CDATA[Sahril Nur]]>;
<![CDATA[Misnawati Misnawati]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 6, No 1 (2022): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v6i1.4917
<![CDATA[In response to the demand for higher education institutions to internationalize their campuses and strengthen their students' global collaboration, Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar has made English language proficiency a requirement for graduation. The evidence is bypassing the TOEFL test held by universities. This study aims to analyze the students' learning styles and expectations for studying English in TOEFL class and the students' difficulties. This study was conducted at one of the Pharmacy campuses in Central Indonesia, Makassar, South of Sulawesi, namely the Sekolah Tinggi Ilmu Farmasi (STIFA) Makassar with 62 people as a population. While using purposive sampling, there were 20 people chosen as a sample. From this research, we found that 60% of students prefer the auditory learning style and 100% of students expect the teacher to teach combined in English and Indonesian, gives many exercises, and provides new vocabulary in every meeting. In addition, 65 % of students select Structure and Written Expression as the most challenging skill in TOEFL class.]]>
<![CDATA[THE EFFECT OF READING TEACHING MATERIAL FOR DIFFERENT LEARNING STYLES IN IMPROVING STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Zul Astri]]>;
<![CDATA[Isnaeni Wahab]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 10 No 2 (2018) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2018.10.2.215-230
<![CDATA[This study aims to explain the relationship between student learning styles and student achievement in English Reading Comprehension and to determine how extents the teaching material meets the needs of students with different learning styles. Researchers conducted the One-Group Pretest-Posttest design where only one experimental group was given a pre-test and post-test. Data collection is done in several ways, namely by giving a questionnaire from Barsch Learning style inventory (1980), interviewing and conducting pre and post tests to determine the development of students' abilities before and after the presentation of the material. In addition, classroom observation was conducted to find out the classroom activities and students’ participation toward teaching material given. The data revealed that the average of students’ result in pre-test was 38.92 % while the result of the average of students’ result in post-test was 68.58 %. It may say that the students’ improvement in reading comprehension using the teaching material has a significant improvement. 100% of visual learners have improved the ability in English reading comprehension after being given the material. 100% of auditory learners also have an increase in the ability in English reading comprehension after the provision of teaching materials. Likewise with visual-auditory learners in which 100 percent of respondents experienced an increase. However, only 80 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials. There are many factors that influence the students. It can be in the form of internal factors that trigger students' motivation in learning English.]]>
<![CDATA[Improving reading comprehension skill through Listen-Read-Discuss (LRD) learning strategy ]]>
<![CDATA[Nur Faindah Syamsir]]>;
<![CDATA[Zul Astri]]>;
<![CDATA[Suhartina Suhartina]]>;
<![CDATA[Fhadli Noer]]>
<![CDATA[ Journal of Science and Education (JSE) Vol. 1 No. 2 (2021): Journal of Science and Education (JSE) ]]>
Publisher : <![CDATA[CV Rezki Media ]]>
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DOI: 10.56003/jse.v1i2.28
<![CDATA[The problem in this research is the students' reading comprehension skills in English. The purpose of this study to investigate the improvement in reading comprehension skills of VIII grade students of SMP Negeri 5 Manda in Maros Regency. This type of research is experimental research. The technique of collecting data is done by using a test technique. The test instrument is in the form of multiple-choice questions tested before and after being treated with learning strategies. The data analysis technique used the t-test. Based on the calculation of the difference test, the average value of the data in the t-test for the equations of means column has a significance value of 0.025> 0.000, so H0 is rejected, so it can be concluded that the Listening-Read-Discuss (LRD) Learning Strategy can be used to improve reading comprehension skills in students.]]>
<![CDATA[The Sociolinguistics Study on the Use of Code Mixing In Gita Savitri Devi’s Youtube Channel Video ]]>
<![CDATA[Zul Astri]]>;
<![CDATA[Al Fian]]>
<![CDATA[ SELTICS Vol 3 No 2 (2020) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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DOI: 10.46918/seltics.v0i0.728
<![CDATA[Sociolinguistics is a linguistic branch that studies the relationship between language and society. In this entire world, every people have their personal language style when they have interacted with other people. With the language variation that people have, they are able to mix some languages on their single utterance. When one language is mixed with the other language, in the sociolinguistics study it is called code-mixing. By applying code-mixing in social life, it has been widely used by a lot of people over the world. One Indonesian YouTuber named Gita Savitri Devi does code-mixing in some of her videos. Therefore, this research focused on code-mixing appears in Gita Savitri Devis’s YouTube channel video. This research aimed to find out the types of code-mixing that emerge in Gita Savitri Devi’s YouTube video. This research used a descriptive qualitative method and the writers are the main instrument. This research applied the documentation method in collecting the data. This research focused on analyzing the types of code-mixing of Hoffman by applying content analysis. Furthermore, the result of the types was calculated by using Sudijono formula. In this study, the writers found that there were fifty-two data in types of code-mixing. The type of intra-sentential of code-mixing was the highest type and involving a change of pronunciation was the lowest one.]]>
<![CDATA[A Conversation Analysis: The Use of Small-Talk ]]>
<![CDATA[Isnaeni Wahab]]>;
<![CDATA[Zul Astri]]>;
<![CDATA[Novalia Tanasy]]>;
<![CDATA[Nurul Fachrunnisa]]>
<![CDATA[ SELTICS Vol 4 No 1 (2021) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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DOI: 10.46918/seltics.v4i1.983
<![CDATA[This research aimed to find out the topic and the function of small talk that was used by the students. The method of the research was qualitative descriptive. This research took place in the English Education of Graduate Program, State University of Makassar. The data collected through recording the interaction of small talk naturally by recording. The result showed that most of the topics discussed during the small talk were about the immediate situation of the talk. The topic of small talk can be either shift to the external situation such as the latest news, economics, hobbies, sports, movies or celebrities, and communicational situations. And from this research, the researcher found some topics like movies and asking for files. Besides that, the function of small talk specifically in class serves as an ice-breaking and silence-filling function.]]>
<![CDATA[The Utilization of Video-Based Learning in Teaching English for Non-English Major Students ]]>
<![CDATA[Nurul Hidjrah Hairuddin]]>;
<![CDATA[Multazam Abubakar]]>;
<![CDATA[Zul Astri]]>
<![CDATA[ SELTICS Vol 5 No 1 (2022) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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DOI: 10.46918/seltics.v5i1.1156
<![CDATA[The aim of this study is to investigate students from non-major English department perspectives toward the use of Video-Based Learning in an online English language process. This study was conducted at Politeknik Negeri Ujung Pandang using a convergent-parallel design, a combination of quantitative and qualitative methods. Eighty students of the first semester from the accounting department who were involved in a video-based learning process became the participants of this study. The data was gathered through the use of a questionnaire that included closed-ended and open-ended questions. The data from the closed-ended questions were quantitatively analyzed using descriptive statistics in SPSS. Additionally, a narrative method was used to analyze the open-ended questions. The results of this study indicate that the non-English major students have a positive perspective toward video-based learning utilization because it increases their motivation to learn and makes it easier for them to comprehend the material. Keywords: Video-Based Learning, Non-English Major Students’ Perspectives, Online Class]]>
<![CDATA[English Language Variation of Tourist Guide: A Case Study of Indonesian Context ]]>
<![CDATA[Fhadli Noer]]>;
<![CDATA[Zul Astri]]>;
<![CDATA[Nurul Hidjrah Hairuddin]]>
<![CDATA[ SELTICS Vol 4 No 2 (2021) Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Jo ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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DOI: 10.46918/seltics.v4i2.1162
<![CDATA[Individuals frequently speak English differently depending on their native language or the society they live in. A primary goal of our research is to learn more about the unique linguistic characteristics of the Indonesian people. This study aims to discover the language variation of English used by Indonesian tourist guides. Researchers used library and field research to perform the analysis. The researcher gathered data by recording, transcribing, and categorizing it in three separate processes. Furthermore, the researchers utilized a descriptive qualitative method to examine the usual linguistic features of English used by the tour guide. According to the findings of this study, the code choice of the three tour guides is relatively comparable. They used some particular lexical, namely actually, so, this is I and ‘and then’ In addition, they perform code-switching and code-mixing. Keywords: English, Language Variation, Tourist, Guide, Indonesia]]>
<![CDATA[The Use of Total Physical Response Method for Different Learning Styles in English Vocabulary Development ]]>
<![CDATA[Zul Astri]]>
<![CDATA[ SELTICS Vol 1 No 1 (2018): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Using TPR method in teaching basic vocabulary is a good way for the beginner level of proficiency. The aim of the study is to elaborate how well the Total Physical Response (TPR) method improves the vocabulary of students with different learning styles. The respondents of this study were 30 students of SMP 23 Makassar. The research design was one experiment group with pre and post test. Data were collected with questionnaire from Barsch Learning Style Inventory, vocabulary test, interviews, and classroom observation. Learning Style Inventory (LSI) showed that the most students were visual (40%) and auditory (40%) while 10 % of students were kinesthetic. Some students have combination of learning styles such as visual-auditory (6.67 %) and visual-kinesthetic (3.33 %), while 75 % of visual learners have significant vocabulary development with TPR method. Only 66.67 % auditory learners have significant vocabulary development after giving materials with TPR method. TPR method worked effectively for kinesthetic learning style since 100 % of kinesthetic learners have significant vocabulary development with TPR method. TPR method is also appropriate for visual auditory learners because 100 % of them develop significant vocabularies with the method. Only one visual-kinesthetic learner cannot adapt materials with TPR method, which is indicated by insignificant development with TPR method.]]>
<![CDATA[THE USE OF TPR METHOD FOR DISABLE STUDENTS WITH DIFFERENT LEARNING STYLES IN ENGLISH VOCABULARY DEVELOPMENT ]]>
<![CDATA[Zul Astri]]>;
<![CDATA[Isnaeni Wahab]]>
<![CDATA[ SELTICS Vol 2 No 2 (2019): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics J ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros ]]>
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<![CDATA[Teaching English as a foreign language to mentally retarded persons is much more complicated than normal EFL students, and it requires specific techniques and methods. The aims of the research are to find out the profile of disabled students’ learning style and to elaborate on how well Total Physical response meets the needs of disabled students with different learning styles. This research applied pre-experimental design which used to see the result of applying the TPR Method for disable students with different learning styles in vocabulary development and the data were obtained from the questionnaire, interview, and classroom observation. The research result shows that there are 3 types of learning styles in the classroom, namely visual learning, auditory and kinesthetic learning style. The data revealed that the average pre-test results of students before being given teaching material using the TPR method is 5% while the results obtained by students after giving teaching material using the TPR method is 77%. 100% of visual learners have improved the result of the post-test after being given the material. 100% of auditory learners also have an increase in the result of the post-test after the provision of teaching materials using the TPR method. However, only 50 percent of 100 percent kinesthetic learners experience an increase after the provision of teaching materials using the TPR method. There are many factors that can influence the result of the student’s test. It can be in the form of internal factors that can stimulate the concentration and the motivation of students in learning English]]>
