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All Journal Humanis : Jurnal Pengabdian Kepada Masyarakat Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Mattawang: Jurnal Pengabdian Masyarakat EduLine: Journal of Education and Learning Innovation JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE The Eastasouth Journal of Learning and Educations International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies PEDAMAS (Pengabdian Kepada Masyarakat) JLE: Journal of Literate of English Education Study Program International Journal of Language, Education, and Literature (IJLEL)
Amin, Fatimah Hidayahni
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IMPROVING STUDENTS’ SPEAKING ENGLISH PERFORMANCE BY UTILIZING YOUTUBE TED TALK VIDEOS Faiqah, Afifah; Dollah, Syarifuddin; Amin, Fatimah Hidayahni; Adys, Himala Praptami
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 3, Nov (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v3i2, June.63174

Abstract

This research is to (1) determine how using TED Talks videos affects students' public speaking performances and (2) ascertain how students view TED Talks videos in the context of English classes, where they are utilized as a teaching tool for public speaking. This study employed a quantitative, quasi-experimental research strategy. First-year MA DDI Lilbanat Parepare students made up the study's population. A basic random selection group of 16 students for the experimental group and 17 students for the control group was used in the study. While the control group employed traditional teaching methods (textbook-centered method), the experimental group received therapy via YouTube TED Talk videos. Pre- and post-tests were used in this study to gather data, and a questionnaire was used to find out how students felt about the YouTube TED Talk video. The analysis of the gathered data was done with SPSS version 26. The average speaking score for the experimental group was 45 on the first exam and 53 on the second, according to the data analysis results. In contrast, the control group's average speaking score on the first and final exams was 40 and 41, respectively. In the post-test fort test, the t-value (8.345) is greater than its t-table value (2.219), and the p-values for the experimental and control groups were both less than α (0.000 < 0.05) and control groups (0.041 < 0.05). This means the null hypothesis was rejected and the alternative hypothesis accepted. This indicates that YouTube TED Talks videos affect students speaking performance. In addition, the perception of the students, obtained through the questionnaire showed that they had a positive view of the YouTube TED Talk Video.
THE IMPACT OF PLAYING ONLINE GAMES TO THE LEARNERS’ ENGLISH VOCABULARY Karim, Try Saputra; Amin, Fatimah Hidayahni; Jefri, Riny; Mohamad, Andi Riswan
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, June (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

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Abstract

Online games have had tri-impact on people's lives, including college students. In addition to the negative impact, the researcher also found the positive impact of online games related to learning English, namely it can provide convenience in Learning English and improve English language skills in the fields of vocabulary. The research method in this study was descriptive with an interview approach in qualitative research. The descriptive research method is used to solve or answer the problem being faced by collecting data, classification, analysis, conclusions, and reports. This method is done by describing or describing the data that has been collected. The researcher did the research and got the complete data from all the research instruments including questionnaire and interview questions. Based on the results of research on the impact of playing online games on the learners’ English vocabulary, it can be concluded they use online games as Learning media to increase English vocabulary when discussing with other gamers. They also agree that they feel more comfortable Learning English through online games and users learners often internet with gamers from outside Indonesia. Learners also think that online games can help them improve their English skills, especially in the areas of listening, speaking and reading. Some of the skills they also acquire include new vocabulary to understand or translate English texts and 'accuracy in using proper grammar. These learners make online games as their self-taught Learning tool.
THE CHALLENGES OF USING SOCIAL MEDIA APPLICATIONS IN LEARNING ENGLISH AS A FOREIGN LANGUAGE AT BUSINESS ENGLISH COMMUNICATION PROGRAM Andini, Andi Nurul; Patak, Andi Anto; Amin, Fatimah Hidayahni
JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 2, July (2023): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jtechlp.v3i1, March.60098

Abstract

This study aims to identify and explain the challenges Business English communication programs face when learning English through social media Instagram, TikTok, YouTube and Twitter. Qualitative methods are used in this study. This study uses interview questions to collect data, the participants of this study are seven students from the business English communication program. Based on research findings, it can be concluded that there are many challenges that cause difficulties when students use social media to learn English. This is a tool that students use to monitor boredom, social media, and mixed video and social media.
Pelatihan Peningkatan Keterampilan Berbahasa Inggris Melalui Kegiatan Pertemuan Bahasa Inggris Amin, Fatimah Hidayahni; Luhriyani, Seny; Asfah, Indrawaty; Hanafie, Nurharsyah Khaer; Amirullah, Amirullah
Humanis Vol. 23, No. 1 Juni 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/humanis.v23i1.62554

Abstract

Abstrak. This training aims to equip and train practical, active and interactive English language skills through English meetings for students at UPT SPF SMPN 40 Makassar, especially those who have an interest and desire to improve their English language skills. The activities carried out in this training were English Meeting and English Fun Day. The methods used are socialization, discussion, consultation, briefing, and group games. This training lasted for approximately four months. The results of this training show that students feel more interested in learning English which is packaged in English meetings with active, interactive, educational, and fun activities, and the material is appropriate to their daily lives. Through these two activities, students can explore and hone their English language skills, especially listening and speaking skills, and can add a lot of knowledge related to the material discussed Abstract. Pelatihan ini bertujuan untuk membekali dan melatih kemampuan berbahasa Inggris secara praktis, aktif dan interaktif melalui pertemuan bahasa Inggris bagi siswa di UPT SPF SMPN 40 Makassar, khususnya yang mempunyai minat dan keinginan untuk meningkatkan kemampuan berbahasa Inggrisnya. Kegiatan yang dilaksanakan dalam pelatihan ini adalah English Meeting dan English Fun Day. Metode yang digunakan adalah sosialisasi, diskusi, konsultasi, pembekalan, dan permainan kelompok. Pelatihan ini berlangsung selama kurang lebih empat bulan. Hasil dari pelatihan ini menunjukkan bahwa siswa merasa lebih tertarik untuk belajar bahasa Inggris yang dikemas dalam pertemuan bahasa Inggris dengan kegiatan yang aktif, interaktif, mendidik, menyenangkan, dan materinya sesuai dengan kehidupan sehari-hari. Melalui kedua kegiatan tersebut, siswa dapat mengeksplorasi dan mengasah kemampuan berbahasa Inggris khususnya kemampuan mendengar dan berbicara, serta dapat menambah banyak pengetahuan terkait materi yang dibahas.
Pelatihan Berdialog Bahasa Inggris Dengan Materi Kontekstual Amin, Fatimah Hidayahni; Hanafie, Nurharsya Khaer; Luhriyani, Seny; Jefri, Riny; Asfah, Indrawaty
Humanis Vol. 22, No. 2 Desember 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/humanis.v22i2.54505

Abstract

 Studi PKM ini bertujuan untuk menggambarkan pelaksanaan pelatihan berdialog bahasa Inggris dengan materi kontekstual. Peserta kegiatan PKM ini adalah peserta didik di SMAN 11 Makassar, yang dipilih secara acak. Pendekatan yang digunakan dalam PKM ini adalah penyuluhan dengan menerapkan tiga metode yaitu ceramah, pelatihan, dan penugasan. Kegiatan penyuluhan dilakukan secara berpasangan oleh peserta didik dan dimonitor oleh tim PKM. Hasil pelaksanaan PKM menunjukkan metode ceramah dilakukan dengan memperkenalkan prosedur kegiatan berdialog dan memberikan contoh-contoh percakapan kontekstual dan penggunaan ungkapan-ungkapan bahasa Inggris, metode pelatihan dengan praktik mengilhami karakter dan penguasaan memproduksi ungkapan-ungkapan bahasa Inggris secara akurat, fasih, dan mudah dipahami, dan metode penugasan dengan menugaskan peserta didik untuk mendemonstrasikan dialog bahasa Inggris mereka secara berpasangan, dan mengoreksi penampilan setiap pasangan. Terdapat aspek-aspek yang menunjang pelaksanaan penyuluhan PKM ini yaitu interaksi pembelajaran yang menyenangkan, monitor yang intensif, materi pembelajaran yang menarik, dan prinsip praktik dan latihan pembelajaran yang kognitif.Kata-kata kunci: Berdialog bahasa Inggris, materi kontekstual                                                    AbstractThe study of this Community Service (PKM) aimed to describe the implementation of English dialogue training with contextual material. Participants in this PKM were students at SMAN 11 Makassar, who were chosen randomly. The approach used in this PKM was counseling by applying three methods, namely lectures, training and assignments. All activities were carried out by students in pairs and were monitored intensively by the PKM team. The results of the PKM showed that the lecture method was carried out by introducing dialogue procedures and providing examples of contextual conversations and the use of English expressions, the training method used practice to inspire character and mastery of producing English expressions accurately, fluently and comprehensibly, and the assignment method was executed by assigning students to demonstrate their English dialogue in pairs, and correcting each pair's performance. There were aspects that support the implementation of this PKM, namely fun learning interactions, intensive monitoring, interesting learning materials, and principles of cognitive learning practices and exercises.Keywords: English dialogue, contextual material  
Pelatihan Penulisan Teks Berbahasa Inggris Bagi Pengajar Bahasa Inggris Amin, Fatimah Hidayahni; Hanafie, Nurharsya Khaer; Luhriyani, Seny; Mohamad, Andi Riswan; Adys, Himala Praptami
Humanis Vol. 23, No. 1 Juni 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/humanis.v23i1.62868

Abstract

Studi PKM ini bertujuan untuk memfasilitasi dan membekali peserta PKM dengan materi-materi menulis teks bacaan bahasa Inggris, yaitu teks deskfriptif, teks naratif, dan teks pengumuman, dan menghasilkan tulisan teks bahasa Inggris yang dapat dijadikan sebagai materi pembelajaran bagi peserta didik. Ada lima metode yang dilakukan adalah analisis topik tulisan, penyajian contoh-contoh teks dan strukturnya, penentuan topik tulisan dan isiannya, penulisan, dan penyajian hasil tulisan teks. Berdasarkan hasil pelatihan PKM, ditemukan bahwa peserta dapat dengan mudah menuliskan ide-ide mereka dalam tulisan karena hasil pertimbangan pilihan topik sendiri, pengetahuan mengenai situasi dan kondisi terutama mengenai kemampuan peserta didik mereka, dan penggunaan bahasa dalam tulisan teks sesuai maksud yang sebenarnya dari penulis sebagai peserta PKM. Namun, terdapat kendala khususnya dalam pemahaman penggunaan tata bahasa Inggris di dalam menuliskan teks bacaan berbahasa Inggris. Sehingga, dirasa perlu untuk melakukan kegiatan monitor dan pendampingan untuk memeriksa penggunaan tata bahasa Inggris dengan baik dan benar.  Abstract. This PKM study aims to facilitate and equip PKM participants with materials for writing English reading texts, namely descriptive texts, narrative texts, and announcement texts, and produce written English texts that can be used as learning materials for students. There are five methods used, namely analyzing written topics, presenting examples of text and their structure, determining writing topics and content, writing, and presenting the results of written text. Based on the results of PKM training, it was found that participants could easily write down their ideas in writing due to consideration of their own topic choices, knowledge of situations and conditions, especially regarding the abilities of their students, and the use of language in written texts according to the true intentions of the writer as PKM participants. However, there is an obstacle, especially in understanding the use of English grammar in writing English reading texts. So, it is deemed necessary to carry out monitoring and mentoring activities to check the use of English grammar properly and correctly
Utilizing Facebook And Instagram (Facegram) To Create A Digital Learning Program For Integrated English Skills Mahmud, Murni; Burhamzah, Muftihaturrahmah; Amin, Fatimah Hidayahni
ELT Worldwide: Journal of English Language Teaching Vol 10, No 2 (2023)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v10i2.53645

Abstract

The objective of this study is the development of a digital educational tool for English language instruction by utilising social media platforms, specifically Facebook and Instagram. The ADDIE (Analyse, Design, Develop, Implement, and Evaluate) paradigm, developed by Gagne et al. in 2005, was employed in the research and development (R&D) project under consideration. The primary objective of this study is to demonstrate the process of creating a digital learning module for Integrated English Skills (IIC) education by utilising social media posts from Facebook and Instagram (FaceGram). Facebook and Instagram, because to their nature as social media platforms, are perceived as attractive resources for the purpose of facilitating Integrated English Skills instruction. The utilisation of Facebook and Instagram as platforms for English language training is anticipated to undergo a transformative process, resulting in a pedagogical approach that is both intellectually stimulating and distinctively innovative. This study aims to enhance the four English language skills, namely writing, speaking, reading, and listening, through the utilisation of Facebook and Instagram posts as educational resources. This study aims to provide several illustrative instances of information sourced from Facebook and Instagram that can be effectively utilised for the purpose of instructing Integrated English Skills within the context of digital learning. The present study employed a survey methodology within the English Literature Programme at Universitas Negeri Makassar. The participants consisted of students enrolled in the Integrated English Skills course. The findings of this study could serve as a valuable resource for educators of English as a second language, enabling them to develop engaging and distinctive instructional materials.
An Analysis on Undergraduate Students’ Theses Background Writing in English Study Program at IAIN Bone Aprianar, Elda; Jafar, Muhammad Basri; Amin, Fatimah Hidayahni
Journal of Excellence in English Language Education Vol 2, No 4, October (2023): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

The goal of this study was specified to analyze the development of writing aspects of undergraduate students’ theses background in English Study Program at IAIN Bone. This research used descriptive qualitative method.  The sample of this research was 10 undergraduate students’ theses background. The undergraduate students’ compositions were analyzed and reviewed frequently using Jacob et al. (1981) rubric. The findings revealed that all undergraduate students developed their background in inductive way; they first stated the general premises of their idea and then form a specific conclusion at the end, they organized their sentences and paragraphs by using cohesive device. The researcher also found that undergraduate students had various writing problems such as lack in organizing their ideas, grammatical mistakes that were tense, agreement, word order, article, and preposition, mistake usage of vocabulary that were inappropriate words and word placement, and mechanical mistakes that were spelling, punctuation and capitalization. As a result, the researcher found that, in this degree, undergraduate students still encountered problems in writing their theses background. Thus, English lecturers at IAIN Bone could more aware and focus on their students’ writing compositions by looking, improving, and guiding their students on how to develop their content, organize their sentence and paragraph, use appropriate vocabulary, use correct language use and mechanic aspect.
The Activities of Improving English Speaking Skills in English Club SMA Negeri 1 Luwu Jufri, Ismubaraqah; Amin, Fatimah Hidayahni; Jefri, Riny
Journal of Excellence in English Language Education Vol 3, No 2, April (2024): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

This study uses a descriptive qualitative method that aims to find out the activities of improving English speaking skills in English Club SMA Negeri Satu (Smansa) Luwu. The results of the data obtained show that there are three activities in English Club Smansa 1 Luwu such as discussion, playing games, and storytelling. Discussion and storytelling activities are the most influential activities in improving the learners’ English-speaking skills. In this discussion activity, it can be seen that there are several stages carried out, such as grouping, looking for discussion topics, group discussion, and group presentation. Next is storytelling, in this activity the learners are given their respective roles to appear in front of the other learners, they must memorize the dialogue and practice the roles given by the leader. The stages of this activity are grouping, creating storytelling text, deciding the roles, and group performances. Based on the results of the study, it can be concluded that discussion and storytelling are activities that can improve the learners’ English-speaking skills in English Club Smansa 1 Luwu, where it can be seen that the learners have gained new knowledge about the components of speaking English such as vocabulary and pronunciation. Therefore, they’re hoping that in the future English Club Smansa 1 Luwu can pay more attention to the lessons in each activity in the meetings which held every week.
Teachers’ Challenges in Teaching English as a Foreign Language in Vocational High School Ulwiah, Pitrah; Noni, Nurdin; Amin, Fatimah Hidayahni
Journal of Excellence in English Language Education Vol 3, No 2, April (2024): Journal of Excellence in English Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris FBS UNM

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Abstract

This research was conducted to determine teacher solutions to cope with the challenges of teaching English as a foreign language in vocational high schools. This research used descriptive and qualitative research. The English teacher at SMKN 5 Pangkep was chosen as the research subject. Data was collected through semi-structured interviews and non-participant observation. The results of this research show that: solutions implemented by teachers to cope with the challenges faced include improvement of teachers' speaking skills, improvement of students' basic English skills, material development, organizing time well, creating a fun classroom atmosphere, and making use of the available facilities. Therefore, these solutions are expected to be able to cope with the challenges of teaching English as a foreign language in vocational high schools.
Co-Authors Abdul Wahid Adys, Himala Praptami Adys, Himaya Praptani Ali, Diana Fitri Amir, Rahma Melati Amirullah -, Amirullah Andini, Andi Nurul Ansari Abdillah Aprianar, Elda Arifa, Arifa Ariyani, Amra Asfah, Indrawaty Ashabul Kahfi Susanto Asrat, Nurul Astaina Awwaliyah, Andi Astri Bahrun, St. Rahmaniah Burhamzah, Muftihaturrahmah Faiqah, Afifah Fitriani Geminastiti Sakkir Hajar, Andi Hanafie, Nurharsya Khaer Hanafie, Nurharsyah Khaer Haryanto Atmowardoyo, Haryanto Heni Pujiastuti Heriyanti Humairah, Andi Ananda Irfan, Luthfia Nurhanisa Ismail, Ishafiuddin Isna Humaera, Isna Jafar, Muhammad Basri Jaya, Muhammad Fahri Jufri, Ismubaraqah Kamila, Athiya Karim, Try Saputra Kisman Salija, Kisman M. Jufrianto, M. Jufrianto M. Tahir Maemuna Muhayyang Mandan, Tree Wahyuni Mansur, Musdalifah Masthurah, Nur Mohamad, Andi Riswan Muhammad Syukri Muhammad Tahir Mulfi, Muhammad Naufal Putra Audy Murni Mahmud Mustari, Ichwan Mytra, Prima Nasrullah Nasrullah Nasta, Mardiayanah Noni, Nurdin Novia, Lely Nurdzizati, Ainun Patak, Andi Anto Putriani, Putriani Rahman, Kurnia Ramdani, Amaliah Reskyani, Reskyani Riny Jefri, Riny Rosi, Saparuddin Safaitri, Citra Dwi Sahril Nur Seny Luhriyani Sunusi Sukardi Weda, Sukardi Susanto, Ashabul Kahfi Syarifuddin Dollah Ulpa, Sulistiana Ulwiah, Pitrah Usman, Misnawaty Wahyuni, Ika Yuli