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All Journal ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Elsya : Journal of English Language Studies Tamaddun PEDAMAS (Pengabdian Kepada Masyarakat)
Anugerah Febrian Syam
Universitas Muhammadiyah Bulukumba
Humanities Economics, Econometrics & Finance Education Energy Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences

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 1 
PRESENTING ANIMATION MOVIES IN TEACHING WRITING Syam, Anugerah Febrian; Efendi, Rahman
JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Vol 3 No 2 (2016): JKIP
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (7.602 KB)

Abstract

This present study aimed at finding out the possible improvement of students’ writing skill through animation movie. Animation movie was used as media in the class. Classroom action research that consisted of three cycles was applied in this study. The data were collected through three meetings of cycle 1 and two meetings for each Cycle II and III. This study was held in SMA Negeri 8 Bulukumba (a Model School of Bulukumba). The result of the study shows that animation movies could easily improve the students’ skill in writing narrative text. The study indicated that there was the significant improvement of the students’ writing skill through animation movie. Conclusion based on the result analysis shows that the use of Animation Movie can improve writing skill at the tenth-grade students of SMA Negeri 8 Bulukumba.
Subtitled Films and Learning Listening Comprehension: A Study in Bulukumba, Indonesia Anugrah Febrian Syam; Andi Qashas Rahman
ELT Worldwide: Journal of English Language Teaching Vol 1, No 1 (2014)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (191.496 KB) | DOI: 10.26858/eltww.v1i1.842

Abstract

This present study is aimed at finding out (1) the possible effect of subtitled and non-subtitled movies on students’ listening achievement, and (2) the difference between using subtitled and non-subtitled movies in students’ listening comprehension. A Comparative study using two groups with a pre-test and post-test design was undertaken in this research. The data were collected using the IELTS listening test. There were two results in the data analysis of IELTS listening test. The first, a general improvement was noted. It was found that both procedures (presenting the movie with or without subtitles) produced a positive effect. Second, the result of movie task data analysis indicated a positive effect for both groups; both groups significantly improved during six weeks. It was revealed that subtitled group exercised a better performance than non-subtitled group. Keywords: Subtitled movies, Non-subtitled movies, The IELTS Listening Test.
FAMILY INVOLVEMENT ON EFL STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE DEVELOPMENT DURING LEARNING FROM HOME Anugerah Febrian Syam; Andi Nurhikmah; Sumrah AP
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v10i2.6048

Abstract

The purpose of the study is posed to diagnose the developmental stages of intercultural communicative competence during family interactions of Indonesian EFL higher education students at home context. An ethnographic approach with distant observation taken in this study due to the Covid-19 health protocol. A triangulation technique involving online interview and archival model was conducted to enhance the observation. The data collection was analyzed based on the Pyramid Model of Intercultural Competence (Deardroff, 2006) and the Developmental Model of Intercultural Sensitivity (Bennett, 2017). The result implies that the students’ intercultural communicative competence development viewing from the dimension of requisite attitudes covers valuing other cultures, openness to other people attitude, and tolerance in a different view. On another result, the dimension of knowledge and comprehension encompasses deep understanding and knowledge of contexts and worldviews, cultural self-awareness, and sociolinguistics awareness. In conclusion, EFL students' intercultural communicative competence development commonly promoted ethnorelative stages more than the ethnocentric stage.
SOCIOLINGUISTIC COMMUNICATIVE COMPETENCE OF EFL STUDENTS: SERIES OF FAMILY INTERACTION IN THE TIME OF ONLINE LEARNING Andi Nurhikmah; Anugerah Febrian Syam; Sumrah AP
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v10i2.6047

Abstract

Given the prevalence of the Covid-19 pandemic and Indonesian higher education in carrying out learning from home (LFH), the present study aims at investigating how EFL students develop their communicative competence during family interaction. This study employs ethnographic study where the data was acquired though the duration of one academic semester during students’ LFH context. Furthermore, the present study observes how students’ family behave and communicate in relation to the students’ communicative competence viewing from Canale and Swain (1980) model. Online interview and internet social media documentation undertaken to strengthen the distant observation in collecting data on the differences in the way students’ family interact and communicate in relation to the students’ communicative competence and the extent to which the attitudes they perform in home setting. The results divided into two areas: interactions among family members who have the same level and interactions with respected family members. It was revealed that appropriateness and intimacy existed in the interactions carried out among family members who have the same level. Meanwhile, the interactions that occur between EFL students and their respected family members covers humble and enjoyable communication. It can be concluded that these types of interaction were based on the fact that EFL students have ample opportunities to build closeness due to the realization of learning from home and the dominant role of their home culture to all family members.
Factors Hampering EFL Higher Education Students’ Speaking Ability in the Time of Online Learning Nur Islah; Anugerah Febrian Syam; Andi Nurhikmah
ELT Worldwide: Journal of English Language Teaching Vol 9, No 1 (2022)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v9i1.36619

Abstract

The objective of this study is to investigate the factors that hampered EFL students’ speaking ability in the time of online learning. Descriptive study with a statistical approach undertaken to EFL higher education students as selected participants in this study. Online surveys were employed and analyzed using descriptive statistics. The results revealed two aspects: linguistic and nonlinguistic that impede students’ ability to speak during EFL online learning. On the one hand, the common problem that students face when speaking is related to linguistic aspects covering five indicators: pronunciation, vocabulary, grammar, comprehension, and fluency. In linguistic factor, EFL students mostly experienced difficulty in speaking when dealing with grammar issue, while some students constrained in sentence form and word organization. Linguistic factors become significant obstacle when dealing with speaking ability in EFL online learning. On the other hand, non-linguistic aspects including seven indicators: technology, interaction, lack of self-confidence, fear of making mistakes, anxiety, shyness, and lack of motivation contribute succeeding to constraint EFL students’ speaking ability. In this aspect, technology became the common obstacle of students in speaking. Online learning offers various things comparing to face-to-face learning such as providing appropriate gadget and making sure network bandwidth and connection become a must-have challenge in dealing with online learning. Some students were aware of adapting with meeting conferences applications that cause problems in students’ speaking ability during the period of online learning.
Lecturer Attitudes on Cross-Cultural Practices in EFL Online Teaching Andi Nurhikmah; Anugerah Febrian Syam; Sumrah AP
Elsya : Journal of English Language Studies Vol. 5 No. 1 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i1.11588

Abstract

Most studies on the link between cross-cultural values and language teaching conducted in online settings almost always draw on students’ perspectives, yet few focus on how the attitudes of higher education lecturers in the conduct of this program. Therefore, this study aims to investigate EFL lecturers’ attitudes toward cross-cultural practices during EFL online teaching. A qualitative approach with observation and semi-structured interviews via face-to-face and online meetings is used to collect the data in this research. Using purposive sampling, this study employs four EFL lecturers from Muhammadiyah university as selected participants based on their experiences in teaching cultural-integrated classes at both offline and online schemes. The study discovered that EFL lecturers understand cross-cultural practices in EFL online teaching to be associated with personality traits, language roles, and understanding of local culture as a way to incorporate cross-cultural knowledge into their teaching. To foster effective interaction in the class, lecturers focus on conveying opinions and maintaining communication by understanding with whom to speak, where to speak, and ways to speak. These essences and fundamental attributes influence cross-cultural practices in EFL online teaching. The study reveals that cultural differences, incorrect expressions such as a lack of appropriate word choices, and a mismatch of verbal and nonverbal language can cause cross-cultural teaching barriers. Furthermore, the need to create an authentic environment, increase intercultural knowledge, and eliminate cultural stereotypes is to be addressed as cross-cultural teaching strategies in an EFL online teaching context.
Exploring Intercultural Communicative Competence of EFL Higher Education Students: A Communal Perspective Anugerah Febrian Syam; Andi Nurhikmah; Sumrah AP
Tamaddun Life Vol 22 No 1 (2023): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v22i1.327

Abstract

The purpose of this study is to explore EFL higher education students’ intercultural communicative competence in community interactions based on communal perspectives. The study will employ a qualitative approach using two types of interviews: individual (a face-to-face meeting with one community member) and small group (videoconferencing with two or three members as the representation of the student’s community). Six-phase guide of thematic analysis was employed in this study. The study reveals that the message content and message relationship are displayed as important elements in community interaction. In practicing intercultural communicative competence in the community, EFL students portrayed open-mindedness, self-awareness, and nonverbal communication skills as the key characteristics of effective communication. Furthermore, the emergence of misunderstanding in community interaction is undeniably linked to speaker-related, interlocutor-related, and participant-related trigger. Therefore, EFL students addressed the use of language and the practice of tolerance to incorporate intercultural aspects in community interaction.
PELATIHAN PENYUSUNAN BAHAN AJAR BERBASIS PAKEM BAGI DOSEN UNIVERSITAS MUHAMMADIYAH BULUKUMBA Geminastiti Sakkir; Chairil Anwar Korompot; Syarifuddin Dollah; Andi Eritme Yustika Abrar; Ayu Safitri Agustina; Anugerah Febrian Syam; Nur Ina Syam; Andi Yurni Ulfa
PEDAMAS (PENGABDIAN KEPADA MASYARAKAT) Vol. 1 No. 03 (2023): SEPTEMBER 2023
Publisher : MEDIA INOVASI PENDIDIKAN DAN PUBLIKASI

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Abstract

Kegiatan pelatihan ini bertujuan untuk memberikan pengetahuan, pemahaman dan penyegaran bagi para dosen Universitas Muhammadiyah Bulukumba tentang penyusunan bahan ajar berbasis PAKEM (Pembelajaran aktif, kreatif, efektif, dan menyenangkan). Dalam kegiatan ini, para dosen memberikan presentasi dan diskusi tentang berbagai hal yang diperlukan jika ingin menyusun bahan ajar berbasis PAKEM, meliputi: pengertian bahan ajar; perbedaan bahan ajar dan buku teks; bentuk bahan ajar; cakupan bahan ajar; jenis bahan ajar; modul; pengertian PAKEM; pilar- pilar PAKEM; dan model- model PAKEM. Kegiatan ini diikuti oleh Rektor, Wakil rektor, dan para dosen di Universitas Muhammadiyah Bulukumba. Hasil dari kegiatan pelatihan ini menunjukkan bahwa para dosen sangat antusias dalam mengikuti kegiatan penuh waktu, mengingat dan berbagi pengalaman dalam menyusun bahan ajar. Mereka sangat antusias dalam mengikuti kegiatan ini dan mengakui bahwa kegiatan ini sangat bermanfaat bagi mereka. Para dosen juga berharap dan menyarankan agar adanya kegiatan lanjutan sehingga materi tentang penyusunan bahan ajar yang dirancang tersebut dapat diimplementasikan langsung.
Co-Authors Andi Eritme Yustika Abrar Andi Nurhikmah Andi Qashas Rahman Andi Yurni Ulfa Ayu Safitri Agustina Efendi, Rahman Geminastiti Sakkir Korompot, Chairil Anwar Nur Ina Syam Nur Islah Sumrah AP Syarifuddin Dollah