Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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THE ABILITY OF STUDENTS IN FORMULATING SIMPLE SENTENCE INTO COMPLEX SENTENCE OF SMK 1 SONDER DURING THE PANDEMIC ERA
Get PDFABSTRACT
This study aims to describe the ability to convert simple sentences into complex sentences for students of SMK Negeri 1 Sonder in the pandemic era. This research was conducted at SMK Negeri 1 Sonder in class X E students majoring in marketing for the 2020/2021 academic year which consisted of 20 students. The method used in this study is a qualitative descriptive method, which is intended to describe or describe existing phenomena, both natural phenomena or human engineering. Data collection techniques used in this study were observation, interviews and tests. The formula used to analyze the data in this study is a percentage table with the formula: % = n/N x 100. Based on the data management process, the achievements of class X E students majoring in marketing at SMK Negeri 1 Sonder who have the ability to convert simple sentences into complex sentences in the pandemic era amounted to 82.75%. Based on this value, it means that grade X E students of SMK Negeri 1 Sonder are able to convert simple sentences into complex sentences in the pandemic era.
 
TEACHER MOTIVATION IN TEACHING AT RURAL AREA
Get PDFThe objective of the study was to find out the teacher motivations in teaching at rural area. The participants of the research will be four non-permanent teachers that have been teaching in rural area. Meanwhile, this study is a qualitative method which is to find out what are the teacher motivations in teaching at rural area. Those teachers will be determined by using purposive technique sampling. The researcher uses interviews to find out the results of the research. The analyzed result of the data showed, if the researcher found there are three motivations that can motivated the teacher in teaching at rural area. Meanwhile they are consisting of; the natives, self-desire, and the last one which is, life condition and the environment. Based on the result above, there are three factors that can motivate the non- permanent teachers. The first one which is categorized as the intrinsic motivation consists of self-desire. Meanwhile, the second is categorized as the extrinsic motivations which are the natives, and, the life condition and the environment. From two kind of the motivations mentioned above, it is clear if the intrinsic and extrinsic motivation factor can motivate the non-permanent teachers when performing their duty in rural area.The objective of the study was to find out the teacher motivations in teaching at rural area. The participants of the research will be four non-permanent teachers that have been teaching in rural area. Meanwhile, this study is a qualitative method which is to find out what are the teacher motivations in teaching at rural area. Those teachers will be determined by using purposive technique sampling. The researcher uses interviews to find out the results of the research. The analyzed result of the data showed, if the researcher found there are three motivations that can motivated the teacher in teaching at rural area. Meanwhile they are consisting of; the natives, self-desire, and the last one which is, life condition and the environment. Based on the result above, there are three factors that can motivate the non- permanent teachers. The first one which is categorized as the intrinsic motivation consists of self-desire. Meanwhile, the second is categorized as the extrinsic motivations which are the natives, and, the life condition and the environment. From two kind of the motivations mentioned above, it is clear if the intrinsic and extrinsic motivation factor can motivate the non-permanent teachers when performing their duty in rural area
UNDERGRADUATE ELT STUDENTS’ SPEAKING ANXIETY IN THE USE OF E-LEARNING IN INDONESIA
Get PDFThe pandemic of COVID-19 has brought a heavy pressure to the world in early 2020. During this pandemic, many schools and universities from the entire world in order to decrease the outbreak of COVID-19, the learning process has moved to an efficient way or alternative methods of learning during this crisis through e-learning. There are many applications of e-learning used for online learning in Indonesian education setting to date, but one of the most frequently used by the teachers is Zoom application. Speaking in English via Zoom, students certainly experience various obstacles. Each student has different psychological condition, where some students can speak English via Zoom confidently and some students also cannot speak English via Zoom because they are shy or nervous. This study aimed to discover the level of students’ speaking anxiety and identify factors to contribute the speaking anxiety in an EFL classroom via Zoom. This study used a mixed method research design to answer the problem of the study. Twenty seven (27) students of English Education Department of IAIN Kendari and purposive sampling was used in which the respondents that were being selected for the interview were seven students who study using e-learning, especially Zoom and students that have higher level of speaking anxiety. The instruments used for this study were FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire and interview concerning speaking anxiety via Zoom. Due to the pandemic that is currently happening, the questionnaire was administrated online and interview was done through voice call and had been recorded under permission. From 33 items of FLCAS questionnaire answered by 27 students to find the speaking anxiety level, this study found that there were 4 students (14.81%) who were in “Very Anxious†level, 8 students (29.63%) were in “Anxious†level and most students in which 11 students (40.74%) experienced “Mildly Anxious†level of speaking anxiety in the use Zoom. After finding out seven students who have highest level of speaking anxiety, interview was conducted with six items to find out factors contribute speaking anxiety and there were four factors which were found in the study, they are; speaking in front of the class, being laughed at by friends, teacher’s personality and attitude and students’ beliefs about EnglishThe pandemic of COVID-19 has brought a heavy pressure to the world in early 2020. During this pandemic, many schools and universities from the entire world in order to decrease the outbreak of COVID-19, the learning process has moved to an efficient way or alternative methods of learning during this crisis through e-learning. There are many applications of e-learning used for online learning in Indonesian education setting to date, but one of the most frequently used by the teachers is Zoom application. Speaking in English via Zoom, students certainly experience various obstacles. Each student has different psychological condition, where some students can speak English via Zoom confidently and some students also cannot speak English via Zoom because they are shy or nervous. This study aimed to discover the level of students’ speaking anxiety and identify factors to contribute the speaking anxiety in an EFL classroom via Zoom. This study used a mixed method research design to answer the problem of the study. Twenty seven (27) students of English Education Department of IAIN Kendari and purposive sampling was used in which the respondents that were being selected for the interview were seven students who study using e-learning, especially Zoom and students that have higher level of speaking anxiety. The instruments used for this study were FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire and interview concerning speaking anxiety via Zoom. Due to the pandemic that is currently happening, the questionnaire was administrated online and interview was done through voice call and had been recorded under permission. From 33 items of FLCAS questionnaire answered by 27 students to find the speaking anxiety level, this study found that there were 4 students (14.81%) who were in “Very Anxious†level, 8 students (29.63%) were in “Anxious†level and most students in which 11 students (40.74%) experienced “Mildly Anxious†level of speaking anxiety in the use Zoom. After finding out seven students who have highest level of speaking anxiety, interview was conducted with six items to find out factors contribute speaking anxiety and there were four factors which were found in the study, they are; speaking in front of the class, being laughed at by friends, teacher’s personality and attitude and students’ beliefs about Englis
KECEMASAN MAHASISWA NON BAHASA INGGRIS DALAM PEMBELAJARAN SPEAKING
Get PDFThe purpose of this study is to discover how students in the non-English department at the University Muhammadiyah of Parepare feel about learning English. Based on the perspectives of the students, this study sought to identify what factors may contribute to anxiety in an English learning environment. In this case, researchers prioritize the perspectives of students who are not English majors on the anxiety they frequently experience when learning English. The researcher used a case study to conduct qualitative research. While the participants in this study were students from Muhammadiyah University in Parepare for the academic year 2021/2022, the purposive sampling technique was used to select 7 non-English department students. The chosen samples would be interviewed to obtain detailed information about the data required. The findings of this study revealed that students had many concerns about learning English. The majority of respondents also admitted that English is difficult to learn because they lack basic abilities, such as a lack of vocabulary and the complexity of the material learned, which can make students feel confused and difficult to learn English. Furthermore, comments from other friends, such as the incorrect pronunciation of English vocabulary, affect their feelings. Respondents also revealed that lecturers' ability to bring material can influence their feelings about learning English. In the end, the students suggested that the lecturer be more creative to keep students interested in learning English, such as bringing in an outdoor concept and providing some games for the learning proces
PENGGUNAAN KLAUSA RELATIF DALAM ARTIKEL “RAGAM PERMAINAN DALAM PEMBELAJARAN BERBICARA BIPA†OLEH RENI ARTANA
Get PDFThis qualitative descriptive research focuses on relative clauses found in the functions of subject, predicate, and object. Relative clauses from "Ragama Permainan dalam Pembelajaran Berbicara BIPA" by Reni Artyana served as the research's source of data. The scientific article by Reni Artyana titled "Ragam Permainan dalam Pembelajaran Berbicara BIPA" that was published online at the ASILE 2014 Conference with a total of 42 pages serves as the research's data source. Reading and taking notes were used as the primary data collection methods. The data were analyzed using qualitative descriptive analysis, involving data reduction (selection, numbering labels, sorting by focus, and grouping by attributes), data presentation, and formulation of conclusions. The findings of this study are as follows: (1) Of the 40 data, 33 were identified as relative clauses with relativized subject positions. Six different clause patterns are used when using relative clauses: S-P-O, S-P-K, S-P, S-P-Pel, S-P-O-Pel, and S-P-O-K. The application of relative clauses with the S-P-O clause pattern, which relativizes the subject position, was discovered in 8 data, the S-P-K pattern in 9 data, the S-P pattern in 9 data, the S-P-Pel pattern in 2 data, the S-P-O-Pel pattern in 2 data, and the S-P-O-K pattern in 3 data; (2) none of the 40 data were classified as relative clauses with relativized predicate position. There were 2 data that seemed to be relative clauses but weren't; and (3) out of 40 data, 5 were classified as relative clauses with relativized object position. The use of relative clauses has six variations of clause patterns, namely S-P-O (3 data), S-P-Pel (1 data), and S-P-Pel-K (1 data).terdapat pada fungsi subjek, predikat, dan objek. Data dalam penelitian ini adalah klausa relatif yang terdapat dalam artikel ilmiah “Ragama Permainan dalam Pembelajaran Berbicara BIPA†oleh Reni Artyana. Sumber data dalam penelitian ini yakni artikel ilmiah yang berjudul “Ragam Permainan dalam Pembelajaran Berbicara BIPA†oleh Reni Artyana yang dipublikasikan secara daring dalam ASILE 2014 Conference dengan total 42 halaman. Data dikumpulkan dengan menggunakan teknik dokumentasi melalui kegiatan baca-simak dan catat. Data dianalisis dengan menggunakan analisis deskriptif kualitatif, yakni reduksi data (menyeleksi, melabeli dengan nomor, memilah sesuai fokus, dan mengelompokkan sesuai karakteristik); penyajian data, dan penarikan simpulan. Hasil penelitian ini adalah adalah (1) terdapat 33 dari 40 data yang tergolong dalam klausa relatif dengan posisi yang direlativisir yakni subjek. Penggunaan klausa relatif ini memiliki enam variasi pola klausa, yakni pola S-P-O, S-P-K, S-P, S-P-Pel, S-P-O-Pel, dan S-P-O-K.. Penggunaan klausa relatif berpola S-P-O dengan posisi yang direlativisir pada subjek terdapat sebanyak 8 data, berpola S-P-K 9 data, berpola S-P 9 data, berpola S-P-Pel 2 data, berpola S-P-O-Pel 2 data, dan berpola S-P-O-K 3 data; (2) tidak ditemukan satupun dari 40 data yang tergolong dalam klausa relatif dengan posisi yang direlativisir pada predikat. Ada dua data yang hampir terlihat sebagai klausa relatif, namun sebenarnya bukan; dan (3) terdapat 5 dari 40 data yang tergolong dalam klausa relatif dengan posisi yang direlativisir yakni objek. Penggunaan klausa relatif ini memiliki enam variasi pola klausa, yakni pola S-P-O (3 data), S-P-Pel (1 data), dan S-P-Pel-K (1 data)
THE IMPLEMENTATION OF EXTENSIVE SPEAKING PROJECT AT STATE UNIVERSITY OF MAKASSAR
Get PDFEven though the learning environment is still an online class, the implementation of the extensive speaking project is good and also in accordance with the actual method. In a semester, students work on two types of projects: group projects and individual projects. The lecturer allows students to choose their own topics, and students' project-related activities are conducted more outside of the classroom. Students' learning experiences in implementing large speaking projects were also reflected in numerous indicators in this study. These indicators include benefits such as strengthening students' public speaking skills and assisting them in being more critical thinkers, and also increased motivation and speaking fluency. Extensive speaking projects can contribute to developing students' abilities to be more creative, independent, collaborative, communicative, and technological. The project can also promote vocabulary knowledge, practice pronunciation, acquaint students with conveying ideas by extending the topic, and build students' self-confidence in the area of oral communication. As a result, they will be able to speak effectively and openly. The other indicator is the difficulties that students face in conducting extensive speaking projects, such as online learning, which renders the method less than optimally implemented.Even though the learning environment is still an online class, the implementation of the extensive speaking project is good and also in accordance with the actual method. In a semester, students work on two types of projects: group projects and individual projects. The lecturer allows students to choose their own topics, and students' project-related activities are conducted more outside of the classroom. Students' learning experiences in implementing large speaking projects were also reflected in numerous indicators in this study. These indicators include benefits such as strengthening students' public speaking skills and assisting them in being more critical thinkers, and also increased motivation and speaking fluency. Extensive speaking projects can contribute to developing students' abilities to be more creative, independent, collaborative, communicative, and technological. The project can also promote vocabulary knowledge, practice pronunciation, acquaint students with conveying ideas by extending the topic, and build students' self-confidence in the area of oral communication. As a result, they will be able to speak effectively and openly. The other indicator is the difficulties that students face in conducting extensive speaking projects, such as online learning, which renders the method less than optimally implemented
EFEKTIVITAS PENDEKATAN KETERAMPILAN PROSES SAINS TERHADAP PENGUASAAN KONSEP IPA SISWA KELAS IV SDN 320 MARAKKIUNG KABUPATEN BULUKUMBA
Get PDFPenelitian ini bertujuan untuk mengetahui Efektivitas Pendekatan Keterampilan Proses Sains Terhadap Penguasaan Konsep IPA. Penelitian ini dilaksanakan di SDN 320 Marakkiung Kabupaten Bulukumba tahun ajaran 2020. Jenis penelitian ini adalah penelitian eksperimen dengan desain penelitian One Group Pretes dan Posttest. Teknik pengambilan sampel yaitu sampling jenuh yang dipilih berdasarkan pertimbangan peneliti, teknik pengumpulan data berupa observasi, tes, dokumentasi dan angket. Adapun teknik analisis datanya yaitu analisis statistik deskriptif dan analisis statistik inferensial. Hasil analisis data menggunakan rumus uji-t. Perhitungan uji diperoleh thitung > ttabel (21,35 >1,943) maka H0 ditolak dan H1 diterima. Dengan demikian dapat disimpulkan bahwa pendekatan keterampilan proses sains efektif terhadap penguasaan konsep IPA siswa kelas IV SDN 320 Marakkiung
English: English
No full textABSTRACT
This study explores the teaching practices in junior high schools in Maros Regency, South Sulawesi Province, Indonesia that promote the development of a positive classroom climate. Interviews were used to gather the data. Twenty-four class-teachers from 12 junior high schools participated in individual semi structured interviews. The data collected from teacher interviews were analysed using NVivo version 10.
The qualitative analysis revealed that two main teaching practices influenced classroom climate namely student-teacher relationships and behavior management. Five further domains indicative of teaching practices that contributed to a positive classroom climate were positive school-home relationships, teachers’ teaching pedagogies, and positive teachers’ assumptions about student intelligence and capabilities, peer friendships, and behavioral self-control. Eight domains that hindered a positive classroom climate were also presented namely negative school-home relationships, negative, teachers’ assumptions about student intelligence, student mental health, consequences and punishment, negative student interactions with peers, disruptive acts, less attendance and motivation, and students’ difficulties.
Keywords: classroom climate, teaching practices, teacher and student relationships
 
PORTFOLIO BASED INSTURUCTION THE PERSPECTIVE AND RESPONSE IN TEACHING WRITING FOR SECONDARY HIGH SCHOOL IN MAKASSAR (AN EXPERIMENTAL STUDY)
Get PDFThe objectives of this research were to find out the teachers’ perception towards the portfolio based instruction, the data were collected through interview with the senior teacher, an experimental research was applied for this research. The research took place at SMA Negeri 5 Makassar and the data were analyzed using descriptive and inferential statistics and the result of the research shows the response of the teacher toward the application or the implementation of portfolio based instruction that The strange of this portfolio because it gives the teacher response about how to measure the progress of the students although the time may be next time it’s mean long time to make teacher remember the students’ have progress when I teach last time now, they can increase, they can improve their knowledge for example writing. By explanation portfolio assessment, it really important student ability, especially in English. And make the teacher to remember the progress of the students step by step. So, at the last time teacher easier to give mark of the student, by seeing for the first time the teacher asks to the students, at last process the students study starting from beginning until the last the teacher can give the students in real mark for the students
THE IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS (HOTS) ON STUDENTS’ READING COMPREHENSION AT SMA NEGERI 18 MAKASSAR
Get PDFThis study aimed to know the implementation of higher order thinking skills on students’ reading comprehension at SMA Negeri 18 Makassar. This research focused on pre-experimental research with one group pre-test post-test. The population of this research was class XI students of SMA Negeri 18 Makassar in the academic year 2021/2022. Purposive sampling techniques were used to took one class as the research sample, totaling 26 students. The data was obtained in the form of multiple choices of the reading test. After analyzing data, the writer concluded that the implementation of HOTS in reading comprehension can improve students’ reading comprehension. This evidenced by the average score of students during the pre-test and post-test. The mean score of the students in the pre-test (before the action) was 36.53 and the post-test (after the action) was 68.07. These data indicated that there is a significant difference between the pre-test and post-test. Based on the data from the analysis, it can be concluded that the implementation of higher-order thinking skills can improve students' reading comprehension in class XI Social 4 SMA Negeri 18 Makassar