ISSN / EISSN : 2623-2642 / 2655-5417
Published by: Universitas Muslim Maros (10.46918)
Total articles ≅ 18
Latest articles in this journal
SELTICS, Volume 4, pp 44-52; https://doi.org/10.46918/seltics.v4i1.746
The purpose of this study was to determine the extent of the effect of the vocabulary trees technique on students' vocabulary achievement at SMAN 1 Wongeduku, SMAN 1 Wawotobi, and SMKN 1 Unaaha. This research is a qualitative research with a quasi-experimental design. Pre-test and post-test are used in order to determine the use of vocabulary trees in senior and vocational high school. The researcher found that the vocabulary trees technique improved students’ vocabulary achievement and made students active and creative in learning. It was proved when they were playing vocabulary trees most of them were active, thus because during playing vocabulary trees technique activities, they can know new vocabularies, and recognize most vocabularies correctly by using vocabulary trees technique in each school. It can be seen in real dates are; 1) , 2) , 3) the students’ achievement that students who are treated by vocabulary trees improved.
SELTICS, Volume 4, pp 17-29; https://doi.org/10.46918/seltics.v4i1.940
This research aimed to examine students’ views on using online applications, particularly Edmodo to do online assignments (e-assignment). This study was conducted at Universitas Muslim Maros in the English language education department. Eight students joined as the participants voluntarily. This research used qualitative research with a semi-structured interview method. Data were recorded then transcribed. The data then were analyzed using thematic analysis. The result showed that most participants were engaged to work on their assignments online. Positive views were given by the participants as they gained effective learning through the online assignment. However, some students felt the pressure when doing online learning. The big problems are a low internet connection and the use of timer features.
SELTICS, Volume 4, pp 1-16; https://doi.org/10.46918/seltics.v4i1.954
The Covid-19 pandemic suddenly attacked the world and led every sector of life affected, including the education process, which is forced to shift into online mode. All educators are forced to adapt and find a learning platform to utilize in this emergency remote learning. This research uncovers the students' preference of digital platforms in learning ESP during the Covid-19 pandemic, the factors accepting their preference, and their perception of those learning platforms. The design of this study is qualitative. The participants of this study were 112 freshmen of a state university in Makassar who learn English for Specific Purposes (ESP), comprising 95 females and 17 males. The participants were consisted of 3 majors and involved in remote learning for one semester (16 meetings) through WhatsApp, Google Classroom, University LMS, YouTube, and Video Conference (Zoom and Google Meet). In order to collect the data, a questionnaire that consists of close-ended and open-ended questions was distributed to the participants. It is found that the students' preference of digital platform in learning ESP during the Covid-19 pandemic is WhatsApp. The factors affecting students' preference of the platform are demographic and economic constraints. The criteria of the application that is highly preferred by the students were the one which does not drain the internet quota, can still work correctly in which the internet connection is not strong, and can facilitate the interaction between lecturers and students. Finally, this study suggests that no one perfect digital platform can replace face-to-face learning since many things are missing during this online learning. So, to keep it running effectively, the combination of several platforms is required to be utilized.
SELTICS, Volume 4, pp 30-43; https://doi.org/10.46918/seltics.v4i1.950
The research examined the use of a chain massage game to accommodate the visual, auditory, and kinesthetic learning style of the young learners. It discovered how the teacher prepared and implemented the chain massage games, and how it accommodated and profited the visual, auditory, and kinesthetic students learning style. This research was a qualitative study and used observation and interview as the data collection techniques. The result showed that the teacher prepared and applied the chain massage game very well, could control all the students, and did all the steps she planned in applying the game in the class, and the students learned English excitedly. Furthermore, it was revealed that there were four advantages of using chain massage game. The first advantage is that playing the game fosters interaction between the teacher and students, as well as between students and their classmates. Second, instruction becomes more student-centered. Third, engaging students in the teaching-learning process through the chain message game is successful, especially at the elementary level. The fourth advantage is that the chain massage game enables students to practice new vocabulary.
SELTICS, Volume 4, pp 63-70; https://doi.org/10.46918/seltics.v4i1.723
The goal of this research is to look into the use of Directed Reading Thinking Activity to improve students' reading comprehension in the tenth grade at SMAN 1 Tanete Riaja. The following research questions were addressed in this study: 1) How does the implementation of Directed Reading Thinking Activity (henceforth DRTA) improve students' reading comprehension?2) What are the students' perceptions toward the DRTA strategy's implementation? This study employs a quasi-experimental design with both an experimental and a control group. The experimental class was taught using the DRTA strategy, while the control class was taught using the conventional strategy. The participants in this study were chosen at random and were divided into two classes: class X-1, which consisted of 32 students as the experimental class, and class X-2, which consisted of 30 students as the control class. The data was gathered through a reading comprehension test and a questionnaire. According to the findings of this study, using the DRTA method increases students' scores more than using the conventional strategy. The experimental class has a mean score of 76.40, while the control class has a score of 50.3. It indicates that the DRTA strategy significantly improves students' reading comprehension and makes a positive contribution to their cognitive development. Furthermore, the results of the questionnaire show that the majority of students respond positively to the implementation of the DRTA strategy in the classroom.
SELTICS, Volume 4, pp 53-62; https://doi.org/10.46918/seltics.v4i1.983
This research aimed to find out the topic and the function of small talk that was used by the students. The method of the research was qualitative descriptive. This research took place in the English Education of Graduate Program, State University of Makassar. The data collected through recording the interaction of small talk naturally by recording. The result showed that most of the topics discussed during the small talk were about the immediate situation of the talk. The topic of small talk can be either shift to the external situation such as the latest news, economics, hobbies, sports, movies or celebrities, and communicational situations. And from this research, the researcher found some topics like movies and asking for files. Besides that, the function of small talk specifically in class serves as an ice-breaking and silence-filling function.
SELTICS pp 55-64; https://doi.org/10.46918/seltics.v0i0.745
This study is development research. The purpose of the study is to develop a cognitive test that is valid and reliable, with a test that has the level of difficulty, differentiator, and effectiveness of distracter on the recount text material for the first semester students of the English Education Department at Sawerigading University of Makassar. The desired product of the study is a valid and reliable cognitive test that has the level of difficulty, differentiator, and effectiveness of distracter. The development process of the product employed formative research. The validity of the data obtained was analyzed systematically and categorized based on the set standard. The reliability was calculated by employing the ITEMAN program; whereas, the level of difficulty, differentiator, and distracter was analyzed by employing ANATES version 4 analysis. The trial was conducted at Sawerigading University of Makassar. The result obtained from the trial was a cognitive test with 23 questions in multiple-choice test out of 25 questions made in the first prototype which was valid and reliable. The test has the level of difficulty in the category of easy by 26%, medium by 52%, and difficult by 22%. The differentiator in all questions which consisted of 23 questions was at the range of 0.40. It has 0.1 categorized as good. The effectiveness of the distracter was 87% or 20 items with well-functioned distracter.
SELTICS pp 65-72; https://doi.org/10.46918/seltics.v0i0.725
One of the most challenging skills for non-English major students is writing an essay since they have to pay attention to the language structure and must be able to transfer their thoughts and ideas into the target language. In regard to solving this problem, regular change and development are needed in teaching English writing. One of the methods that increased to be used is collaborative writing using Google Docs. This study aims to investigate the non-English major students’ perspectives and difficulties in collaborative writing through Google Docs. This study examined 22 students from a state polytechnic in Makassar who have involved in collaborative writing activity through Google Docs. A convergent parallel design was applied in this study, where the data collected by using a questionnaire which consists of closed- open-ended questions and interview. The closed-ended questions data were analyzed quantitatively using descriptive statistic with SPSS. Further, the collected data from the open-ended questions and the interview was analyzed qualitatively using a narrative method. The results show that the students have positive perspectives on collaborative writing activity through Google Docs and did not encounter many difficulties when they were involved in this activity.
SELTICS pp 73-82; https://doi.org/10.46918/seltics.v0i0.695
The purpose of this study is to test students' perceptions of using Evieta-based learning in Business English classes at the Vocational School - IPB University, Bogor. The study was prepared by lecturers as authors of the article for the multimedia learning system used. The data comes from questionnaires on how students perceive implemented learning using the Likert scale. The scoring system performed recommended and non-recommended points. The data were analyzed descriptively using a scoring table from 1 to 100, which is intended to represent the students' views or opinions. The results of this study, which focus on study materials for the English Business class, show that there is a consensus among students that this learning-based learning is effective when applied and applied. The average perception score is 87, indicating six elements of the product (comfort, content, efficient use, language, clarity, and enjoyment).
SELTICS pp 93-102; https://doi.org/10.46918/seltics.v0i0.734
People with high levels of literacy usually have low crime rates and high intelligence. It is expected that the school community itself will happen in the school environment like teachers and students. The purpose of this research is to collect information on the learning styles and preferences of young junior high school students who are curious and critical. It is very useful to cultivate interest in reading English literature books in order to increase the cultural and social value of students who intend to apply for school literacy campaigns. The reading literacy development model used is the Plomp model: preliminary research, prototyping and evaluation. Science books such as textbooks recommended by the Cambridge Courses may have a major and popular impact because they can increase their value in various courses that use English. Educators are expected to use related books in their learning and lead the school's reading and writing movement. The result of validation of teaching materials indicates that reading literacy material with the use of English-language publications is important and can be tested.