Journal of Language Testing and Assessment

THE CORRELATION BETWEEN RECEPTIVE VOCABULARY AND LITERAL COMPREHENSION IN ENGLISH LANGUAGE LEARNING AT SMPN SATAP 5 RUMBIA JENEPONTO

Andi Elisa Dian Sasmita — 2024-12-31

This research aimed to know the correlation between students' Receptive Vocabulary and Literal Comprehension. The subject of this research consisted of 20 students in the 9th grade in SMPN Satap 5 Rumbia Jeneponto. Correlation research was conducted using research design. The questionnaire was the tool utilized to get the data.The results of this study are the students have balance skills in receptive vocabulary. They are not good at applying their receptive vocabulary. And second, the students have good skills in literal comprehension, the students have good skills in literal comprehension as well. They can understand and analyze the main idea and supporting idea in a text. Therefore based on the data above, the researcher found that there was a signicant correlation between the students' receptive vocabulary and literal comprehension in the 9th-grade students of SMPN Satap 5 Rumbia. The Pearson correlation was found to be r oxy = 0.552, which is considered sufficient correlation in the range of 0.400 to 0.599 for standard correlation. It means that there is a correlation between students' receptive vocabulary and literal comprehension. Therefore, the student's receptive vocabulary inuences their literal comprehension, as much their receptive vocabulary the better their literal comprehension.

AN INVESTIGATION OF EMPHATIC LISTENING IN ENGLISH MEETING AT BENTENG PANYNYUA ENGLISH CLUB MAKASSAR (BPEC) MAKASSAR

Ardilah Anggraeni N — 2024-12-31

The purpose of this study was to find out whether there was Emphatic Listening and how it was implemented at Benteng Panynyua English Club (BPEC) Makassar. This study uses a qualitative descriptive design. The research subjects in this study were members of the Benteng Panynyua English Club (BPEC) Makassar. For data collection, researchers used the Observation Checklist as an instrument for collecting data from the sample.The research results from the observation checklist suggest that there are 8 qualities that need to be considered in determining whether there is Emphatic Listening in BPEC and how to apply it. First, attendance. 57% of members from meetings 1,2&3 attended and participated in the discussion. Second, compassion, 75% of members apply this quality. Third, wisdom. 75% applied this quality. Fourth, not judgmental. 70% of members do not justify other people's opinions. Fifth, trustworthiness. 25% occurred during the discussion because this quality depends on the topics discussed during the discussion. Sixth, 100% patient was applied. Seventh, responsive. 100% of members responded well. Eighth, focus your attention. 100% of members implement this, such as not using electronic devices when discussing except when necessary.Based on the findings of this researcher it was found that there was emphatic listening and it was applied well to all members of the BPEC discussion.

TEACHING ENGLISH EXPERIENCE IN KAMPUS MENGAJAR (KM) PROGRAM: A DESCRIPTIVE QUALITATIVE STUDY ENGLISH EDUCATION DEPARTMENT UNIVERSITAS MUHAMMADIYAH MAKASSAR

Aisyah Anastazia Ramadhani — 2024-12-31

This study aims to find out challenges that faced by English Education Department Students at Universitas Muhammadiyah Makassar when teaching English in the Kampus Mengajar (KM) program and strategies that English Education Department Students used to overcome the challenges that arise. This study is descriptive qualitative method and uses interview as an instruments to collect data. In which the number of subjects in this study were six of English Education Department Students who participated in the Kampus Mengajar (KM) program. The results of the study indicate there were several challenges faced by English Education Department students when teaching English in the Kampus Mengajar (KM) program, namely pronunciation problems, students lack knowledge about English, students’ lack of enthusiasm and limited school’s facilities. Meanwhile the strategies were used by English Education Department students to overcome the challenges that arise, namely repeating lessons, using pictures and also using games

THE IMPLEMENTATION OF SCIENTIFIC APPROACH TO ENCHANCE STUDENTS’ SPEAKING ABILITY AT SMAN 1 TAKALAR

Awal Maulana — 2024-12-31

This research aimed at finding out whether or not the implementation of scientific approach can improve the students’ speaking ability in term of accuracy (vocabulary) and smoothness at the SMAN 1 Takalar. This research was conducted through pre-experimental method. The population of this research consisted of one class of the ten grade and the sample of the research took IPA 4 class which consisted of 23 students in academic year 2022/2023. In collecting the data, the researcher gave a speaking test, the speaking test help into two steps, there were pre-test and post-test. The findings of this research showed that the mean score in pre-test in term of vocabulary was 53.30 and the post-test was 76.56. The mean score in pre-test in term smoothness was 51.86 and the post-test was 80.04 and the total result of vocabulary and smoothness in pre-test was 100.13 and the post-test was 160.08 with the improvement percentage in their speaking after being taught through scientific approach was 59.87% hence the students’ ability in speaking became better than before. Based on the result above, the researcher concluded that there was significant improvement of the students’ speaking ability by using scientific approach in SMAN 1 Takalar.

THE CORRELATION BETWEEN ENGLISH CLUB PARTICIPATION AND STUDEN’S' ENGLISH LEARNING ACHIEVEMENT AT SMAN 1 BARRU

Aulia Ramanda Nawir — 2024-12-31

This study aims to determine the correlation between students’ participation in the English Club Extracurriculars and their learning achievement. This research is a quantitative research with correlation method. The population of this study was students of class X MIPA SMAN 1 Barru with a sample of class X MIPA 1 who are selected by using purposive samplingtechnique for selecting the sample because the targetsample taken was students who took part in the English Club. The research data was coelected using two instruments; questionnaires and data documentation. The questionnaire used is an open-closed questionnaire with The document used is student learning outcomes. The questionnaire was distributed to the students who joined on English Club. Then the results was analyszed by calculating using the Spearman correlation analysis method using SPSS software with a significance level, the authors get a significant correlation of 0.008. The result is 0.008 < 0.05. Because 0.008 is lower than 0.005 (0.008 < 0.05), it means that there is a correlation between the student's participation in tutoring and the student's English achievement variable. In addition, from the data analysis, it was found that the Pearson Correlation was 0.621, which means that the correlation is strong according to the interpretation table correlation. Based on the research results, the null hypothesis is rejected. This means that there is a significant correlation between student participation in English Club and student learning achievements.

GURU PENGGERAK AND NON-PENGGERAK TEACHER PERCEPTION ON IMPLEMENTATION OF PROBLEM BASED LEARNING IN ENGLISH LANGUAGE TEACHING

Agus Salim — 2024-12-31

This research aimed at finding out Guru Penggerak and non-penggerak teacher perception on the implementation of problem-based learning in English language teaching. The method of this research was case study. Data of the research were collected through observation and interview. This research was conducted at SMA Negeri 8 Makassar with two teachers as a subject. The subject was divided into Guru Penggerak and non-penggerak teacher. The techniques of data analysis were data reduction, data display, and conclusion drawing/verification. The findings of this research showed that in syntactically implementing Problem-based learning is the same between the Guru Penggerak and non-penggerak teacher. But individually as teachers there is a distinction between Guru Penggerak and non-penggerak teacher in teaching process. Guru Penggerak tends to give freedom to her students to collaborate, creatively, and express their ideas. While non-penggerak teacher tend to focus more on achieving the learning objective based on lesson plan. In addition, the distinguishes between Guru Penggerak and non-penggerak teacher is their difference perceptions in implementing problem-based learning. Different experiences, teaching method and point of view very visible from the teachers.