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<![CDATA[THE IMPLEMENTATION OF READ, ANSWER, DISCUSS, EXPLAIN, AND CREATE (RADEC) LEARNING MODEL TO IMPROVE STUDENTS’ READING ABILITY AT THE ELEVENTH GRADE OF SMA PESANTREN PUTRI YATAMA MANDIRI ]]>
<![CDATA[Anita]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Sitti Maryam Hamid]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.3
<![CDATA[This research aims to find out whether or not Read, Answer, Discuss, Explain, and Create (RADEC) learning model is effective to improve students’ reading ability in understanding a text at the eleventh grade of SMA Pesantren Putri Yatama Mandiri. The instrument of this research was a reading test about an explanation text consisted of 15 questions of multiple choice. This research used pre-experimental research that consisted of pre-test, treatment, and post-test. The population of this research was class XI A Regular that consisted of 20 students. The sample was selected by using a purposive sampling. The result of this research showed that the score of pre-test was 43.55 and post-test was 66.80. This research also showed the value of t-test was higher than the value of t-table (T-test > T-table). The value of t-test was 8.906 and the value of t-table was 2.093. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. Based on the research result, the researcher concluded that the implementation of Read, Answer, Discuss, Explain, and Create (RADEC) learning model was effective to improve students’ reading ability.]]>
<![CDATA[THE USE OF CRITICAL LITERACY APPROACH TO INTENSIFY THE STUDENTS’ CRITICAL READING ABILITY AT THE SMPN 2 SUNGGUMINASA ]]>
<![CDATA[Nur Afni]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Farisha Andi Baso]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The objective of the research aims to find whether the use of critical literacy approach is effective in improving the students’ critical reading ability at the Smpn 2 Sungguminasa. The researcher used a Pre-experimental method with one group pre-test and post-test, and data collection based on the test. The sample of this research was VIII.6 class which consists of 34 students. The sample was taken by using purposive sampling technique. Based on the findings of the research, the research findings indicate that improvement of the students’ critical reading through the use of a critical literacy approach at the eighth-grade students of Smpn 2 Sungguminasa was improved. It was proved by the mean score of the pre-test (64.14%) and the mean score of the post-test (83.44%); it showed that the students’ critical reading in the post-test was higher than pre-test. Besides, the test value (13.980) which was higher than T-table value (1.692).]]>
<![CDATA[IMPROVING STUDENTS’ READING COMPREHENSION BY USING LITERARY WORK ]]>
<![CDATA[Aidil Fitrah Rustan]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Herlina Daddi]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed at finding out students’ literal reading comprehension by using literary work as a Media. The researcher employed a pre-experimental design, in which pre-test and post-test comparison was used to find out whether the used literary work Media enhance the students’ reading skill, the population of the research was all students of the eleventh grade students of SMA Negeri 1 Gowa which consisted of three classes. The sample was class XI Bahasa which consisted of 28 students’ by using cluster sampling technique. The instruments of this research was reading test. To analyze the score of the students’ achievement in pre-test and post-test the researcher used t-test analyzes. The result of the data showed that there was a significant difference between pre-test and post-test. The value of t-test in terms of main idea was 12.1 and fsupporting detail was 12.5. There figure was greater than the t-table (1.729) at the level of significant (p) = 0.05 degree of freedom (df) = 18. Therefore, it can be said that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. It means that there was a significant difference between the students’ reading skill before and after using literary work as a media or it can be stated that the use of literari work as a media was effective in improving students’ reading skill at eleventh grade students of SMA Negeri 1 Gowa.]]>
<![CDATA[THE INFLUENCE OF SEATING ARRANGEMENT TOWARD STUDENTS’ PARTICIPATION IN LEARNING ENGLISH AT SMK NEGERI 2 BARRU ]]>
<![CDATA[St. Aminah A]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Nunung Anugrawati]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[The objective of this research was to know the influence of seating arrangement toward students’ participation in learning English, focused on clusters model and pairs model of seating arrangement at the tenth grade students of SMK Negeri 2 Barru. The method of this research was descriptive qualitative method. Collecting the data of this research used observation checklist and video recorded during learning process in the classroom. The result of this research found that clusters model made mostly the students unconcerned in responded the material caused of the group consisted more than two students. Meanwhile, pairs model made the students more enthusiastic in responded the material caused of the students’ engagement is tied together. It could be seen in the percentage of students’ activeness which indicated that there was 64.6% students’ participation in clusters model and 77.5 % students’ partisipation in pairs model of seating arrangement during in learning process. It means that, every seating arrangement had different influence toward students’ active participation in learning English at the classroom.]]>
<![CDATA[THE EFFECTIVENESS OF ENGLISH COMIC AS MEDIA TO IMPROVE READING COMPREHENSION OF NARRATIVE TEXT AT THE SECOND YEARS STUDENTS OF SMP NEGERI 1 BARRU ]]>
<![CDATA[Dg Tallasa]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Muh. Arief Muhsin]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 3 (2021): ELTM: Various Language-Teaching Procedures ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This research aimed to find out the influence of English Comic as Mediaon students reading comprehension that focus on level of literal and interpretative of comprehension. The researcher applied pre-experimental method with one group pre-test and post-test. The sample of this research was class VIII A of SMP NEGERI 1 BARRU which consisted of 30 students. The sample was taken by using purposive sampling method. The research findings showed that the second grade of SMP NEGERI 1 BARRU had Fair score in pre-test. After given treatment their reading comprehension was significantly improved. The result of the research was the mean score of pre - test in Literal (main Idea) score of pre-test was 58.6 and post-test was 86.56. In sequence of detail the score of pre-test was 56.4 and post-test was 92.6 with t-test value Literal is greater than t-table (13.26 > 2.45). Mean score of interpretative in pre - test was 63.63 and post-test was 82 with the t-test value is greater that t-table (8.34 >2.45). The result of calculating t-test of the indicators in the students t-test (Literal and Interpretative) was greater than t-table 21.60 > 2.45. it means that there was significance different between before and after giving the treatment. It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It was concluded that the use of OKRE Influence the students’ reading comprehension.]]>
<![CDATA[THE CORRELATION BETWEEN STUDENTS' MOTIVATION IN READING FICTION STORY AND THEIR ABILITY TO WRITING NARRATIVE PARAGRAPH ]]>
<![CDATA[Nurul Fhadilah Rauf]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[St.Asmayanti Amaliah]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 2 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i2.109
<![CDATA[The objective of the research was intended to identify the students’ interest in writing narrative paragraph, their ability in writing narrative paragraph and knowing whether or not there was a correlation between students’ interest and their ability of student’s class XI at MA Al-hidayah Makassar. This research Proposal will find out the correlation between students' motivation in reading fiction story and their ability to writing narrative paragraphs that focuses on students’ motivation in reading fiction story and their ability to writing narrative paragraphs. Special for writing ability, namely writing narrative paragraphs, focused, and concerned with the paragraph content and vocabulary. The writer will apply pre-experimental method with questioner and writing test, and collect the data based on the test. The sample of the research will choose class XI at MA Al-hidayah Makassar. The sample will take by using purposive sampling technique. The result of the data indicated that the mean score of the students’ motivation in reading fiction story is 75.36 and it is classified as high motivation and the minimum score is 69.00, and the maximum score is 79.00. Next, the mean score students’ writing narrative paragraphs is 72.12 and it is classified as fair category, the minimum score is 61, and the maximum score is 79. ]]>
<![CDATA[INVESTIGATION PEDAGOGICAL COMPETENCE OF ENGLISH TEACHERS AT SMP NEGERI 3 KAROSSA ]]>
<![CDATA[Fifi Elvira]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Muhammad Astrianto Setiadi]]>
<![CDATA[ English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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<![CDATA[This study aims to find out (1) the students' perception; (2) The result of this research can help the teacher to more comfortably present the material about Dictogloss strategy, (3) The result of this research can be used as a reference to improve the ability of the student in understanding more about Dictoglos Strategy. This study uses a descriptive quantitative approach and data collection questionnaire. The result findings found that on two types of students' perceptions. The first type is students' positive perception, and the second types are students' negative perception on the use of Dictogloss strategy in teaching listening. At point 1 which was positive, namely, I feel motivated to do my English task on Dictogloss Strategy, this was evidenced by the large students’ response showing that 16 (61.53%) out of the students choose to Agree, and 9 (34.61%) choose Strongly Agree. Meanwhile, at point 14, students prefer to ask classmates about something they don't know then ask the teacher. The question is negative so that many students disagree with the question, the response showing that 14 (53.84%) out of the students choose strongly disagree, and 6 (23.07%) choose to disagree. The fact is that students prefer to ask the teacher to ask their classmates. Dictogloss strategy most of the students gave a positive response in teaching listening.]]>
<![CDATA[TEACHERS’ DIFFICULTIES IN ONLINE ASSESSMENT FOR STUDENTS IN TEACHING ENGLISH DURING PANDEMICS ]]>
<![CDATA[Musdalifah]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Andi Asri Jumiaty]]>
<![CDATA[ Journal of Language Testing and Assessment Vol. 2 No. 1 (2022): Journal of Language Testing and Assessment (JLTA) ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/jlta.v2i1.12
<![CDATA[Since the COVID-19 pandemic last year, the government announced that learning would be moved online. This results in teacher assessments of students having to be done online. This research was conducted to find out how online assessment is applied by teachers in schools, especially in learning English. This study aims to determine whether teachers have difficulties and what difficulties are encountered by teachers in conducting online assessments, as well as how teachers overcome their difficulties. This study uses qualitative research methods and the subject of this research is an English teacher in SMPN 4 Bantimurung Kab. Maros. This study uses interviews and questionnaires as research instruments, interview questions and questionnaires to find out the difficulties of teachers in conducting online assessments and the implementation during the covid-19 pandemic.]]>
<![CDATA[BOOSTING STUDENTS’ SPEED READING THROUGH THE SCANNING AND SKIMMING METHOD AT SMPN 1 PA’JUKUKANG ]]>
<![CDATA[Hasrawati Dewi]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Ariana]]>
<![CDATA[ English Language Teaching Methodology Vol. 2 No. 3 (2022): English Language Teaching Method ]]>
Publisher : <![CDATA[FKIP Unismuh Makassar ]]>
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DOI: 10.56983/eltm.v2i3.166
<![CDATA[The speed reading ability of grade VIII E SMPN 1 Pa'jukukang students was still lacking. One of the reasons for the lack of students' ability to read quickly was due to the application of inappropriate learning techniques. In learning, the teacher only uses the lecture method so that students feel bored in the learning process. Therefore, appropriate learning techniques are needed to overcome these problems. Learning to read quickly with scanning and skimming techniques can be used as a way to improve students' speed reading skills.The results showed that there was an increase in the speed reading ability of class VIII E SMPN 1 Pa'jukukang students after participating in speed reading lessons using scanning and skimming techniques. The improvement achieved is from diagnostic test with very not good, and in cycle 2 it becomes good category. The increase in students' speed reading ability can be seen from the results of the reading speed test in the diagnostic test (DT), first cycle, and second cycle. The result of the effective reading speed in the pre cycle was 99 wpm and in the first cycle the average was 132 wpm or an increase of 32.67% from the DT. Then in cycle II the average effective reading speed of students was 172 wpm or an increase of 30.30% from cycle I. The increase in effective reading speed from DT to cycle II was 73.73%. The results obtained indicate that learning to read quickly using scanning and skimming techniques for class VIII E SMPN 1 Pa'jukukang has been successful. Suggestions that can be given include: (1) It is hoped that teachers can apply various kinds of appropriate learning techniques, especially in learning to read quickly so that students' speed reading abilities can be optimal. (2) Skimming and scanning techniques can be an alternative when learning to read quickly because they can improve, facilitate, and motivate students to read quickly. ]]>
<![CDATA[UPAYA PENINGKATAN CARA BELAJAR PESERTA DIDIK DENGAN MODEL DISCUSSION GROUP PADA MATERI WE LOVE WHAT WE DO MATA PELAJARAN BAHASA INGGRIS KELAS VII ]]>
<![CDATA[Kasmawati Arlan]]>;
<![CDATA[Ummi Khaerati Syam]]>;
<![CDATA[Zakiyah]]>
<![CDATA[ Jurnal Guru Pencerah Semesta Vol 1 No 1 (2022): Jurnal Guru Pencerah Semesta (JGPS) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.56983/gps.v1i1.446
<![CDATA[Penelitian Tindakan kelas ini bertujuan untuk Menerapkaan model discussion group dalam proses belajar mengajar dengan mengoptimalkan peran aktif, kreativitas serta hasil belajar peserta didik dalam kelas.Memberikan evaluasi untuk mengukur pemahaman peserta didik tentang materi yang diberikan melalui model discussion group. Penelitian ini dilakukan pada semester II tahun ajaran 2021/2022. Objek tindakan adalah peserta didik kelas VII yang berjumlah 29 orang terdiri dari 13 orang laki-laki dan 16 orang perempuan.Penelitian dimulai dengan melakukan observasi mengenai situasi sekolah, kondisi kelas dan peserta didik selama 1 kali pertemuan yaitu pada tanggal 14 Februari 2022. Penelitian dilakukan oleh dua orang dengan dua siklus dan menggunakan metode discussion group. Setelah dilakukan pembelajaran kooperatif tipe picture and picture pada siklus 1 skor rata-rata peserta didik meningkat menjadi 77,6 setelah dikategorisasikan berada dalam kategori tinggi, dan mengalami peningkatan pada siklus ke 2 dengan skor rata-rata peserta didik yaitu 80,6 setelah dikategorikan berada dalam kategori tinggi. Hal ini berarti terjadi peningkatan hasil belajar peserta didik kelas VII sebanyak 8,6.]]>
