Ismail Petrus
Sriwijaya University

Published : 17 Documents
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THE CORRELATIONS AMONG UNDERGRADUATE EFL STUDENTS’ READING HABIT, MULTIPLE INTELLIGENCES, AND WRITING MASTERY Lestari, Ayu; Lazy, Sofendi; Petrus, Ismail
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11470

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This study aims to investigate the correlations among undergraduate EFL students? reading habit, multiple intelligences, and their writing mastery. It also aims to identify types of reading habit and multiple intelligences that mostly influence students? writing mastery. In this correlational study, the data were collected through questionnaires and test. The data were analyzed by using correlation and linear regression analyses. The results show that there are no significant correlations between reading habit and writing mastery, between multiple intelligences and writing mastery, and between predictor variables and criterion variable.
SCHOOL ACCREDITATION, TEACHERS’ COMPETENCE, AND STUDENTS’ ENGLISH PERFORMANCE IN SOUTH SUMATRA Indri Yustika, Retno; Diem, Chuzaimah D.; Petrus, Ismail
Jurnal Bahasa dan Sastra Vol 19, No 2 (2019)
Publisher : Jurnal Bahasa dan Sastra

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Abstract: This study examined school accreditation, English teachers? competence, and stu- dents? English performance and the correlations among them. The samples of this study were 101 junior high schools and 280 English teachers in 16 regencies and cities in South Sumatra Province. This study analyzed the school accreditation as measured by 8 National Education Standards, English teachers? competence by UKG (Teacher Competence Test), and students? English performance by English National Examination results. The findings revealed that the schools accredited B dominated the results of accreditation (84.55) in which the standard of teachers and educational personnel had the lowest score, English teachers? competence was barely average (51.96), and the students? English performance (ENE results) was in the poor level (43.57). In general, there was no significant correlation between students? English per- formance and the school accreditation as well as between students? English performance and teachers? competence in South Sumatra Province. However, a positive significant correlation was found between students? English performance and school accreditation in Empat Lawang Regency and Palembang City. A positive significant correlation also existed between students? English performance and teachers? pedagogical competence in Banyuasin, Musi Banyuasin, and OKU Regencies.Keywords: students? English performance, school accreditation, teachers? competenceAbstrak: Studi ini meneliti akreditasi sekolah, kompetensi guru Bahasa Inggris, dan prestasi bahasa Inggris siswa dan korelasi di antara mereka. Sampel penelitian ini adalah 101 sekolah menengah pertama dan 280 guru bahasa Inggris di 16 kabupaten dan kota di Provinsi Sumatera Selatan. Studi ini menganalisis akreditasi sekolah yang diukur dengan 8 Standar Pendidikan Nasional, kompetensi guru bahasa Inggris dengan UKG, dan prestasi bahasa Inggris siswa melalui hasil Ujian Nasional Bahasa Inggris. Hasil studi ini mengungkapkan bahwa sekolah yang terakreditasi B mendominasi hasil akreditasi (84,55) dengan skor terendah untuk standar guru dan tenaga kependidikan, kompetensi guru bahasa Inggris hampir rata-rata (51,96), dan prestasi Bahasa Inggris siswa (UN) di tingkat rendah (43.57). Secara umum, tidak ada korelasi signifikan antara prestasi Bahasa Inggris siswa dan akreditasi sekolah serta antara prestasi Ba- hasa Inggris siswa dan kompetensi guru di Provinsi Sumatera Selatan. Namun, korelasi positif signifikan ditemukan antara prestasi Bahasa Inggris dan akreditasi sekolah di Kabupaten Em- pat Lawang dan Kota Palembang. Korelasi positif signifikan juga ditemukan antara prestasi Ba- hasa Inggris siswa dan kompetensi pedagogik guru di Kabupaten Banyuasin, Musi Banyuasin, dan OKU.Kata-kata Kunci: prestasi Bahasa Inggris siswa, akreditasi sekolah, kompetensi guru
THE USE OF CODE-SWITCHING IN ONLINE SOCIAL MEDIA (LINE) BY SENIOR-HIGH-SCHOOL ALUMNI IN SOUTH SUMATRA Septiani, Merta; Petrus, Ismail; Yunus, Muhammad
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5906

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Abstract: Code-switching is an important issue in bilingual education. Many researchers have investigated its value in classroom teaching and learning process. However, this paper focuses on code-switching of English and Indonesian which happens in online social media. This paper identifies the types, topics, and factors motivating code switching in the online chatroom (LINE) among 80 bilingual young adults, the alumni of a senior high school in South Sumatra. Cross-sectional survey design was used in this study. The data were collected through documenting, questionnaire, and interview. Later, the data were analyzed by using descriptive and inferential statistics. The findings of the study revealed that the senior-high-school alumni mostly used intra-sentential code-switching (67%). The topics in the chatroom included social issues, technology, education, politics, health, economics, and faith; the reasons why they used code-switching were avoiding misunderstanding (75%), being easier to speak in one?s own language (52.5%), not knowing the English words (28.7%), no similar words in L1/L2 (27.5%), filling the stopgap (25%), giving emphasis (25%), conveying intimacy (18.8%), and having privacy (18.8%). In addition, the statistics showed that the topics and factors  had a significant relationship. Code switching can be a useful strategy in online interaction to serve many purposes.Keywords: code switching, bilingual, social media
A STUDY ON THE CREATIVE SOCIAL EMOTIONAL LEARNING ENGLISH (CSELE) CLASSROOM MODEL IN INDONESIAN CONTEXT Suganda, Lingga Agustina; Petrus, Ismail; Zuraida, Zuraida; Kurniawan, Dedi
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 1 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i1.5909

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Abstract: This study aims to design the Creative Social Emotional Learning English (CSELE) classroom model in one of the district schools in South Sumatera, Indonesia. This model was proposed due to a growing awareness among educators and policymakers about the importance of social and emotional development for successful student. Based on the ADDIE model, the CSELE model is designed to include three steps: (1) the learning objective statement and need analysis, (2) the class strategy design, and (3) the class implementation and evaluation. The CSELE model focuses on integrating the efforts to support Social Emotional Learning (SEL) in the English as A Foreign Language (EFL) classroom context. This model involves the process of integrating the materials from the Indonesian 2013 national curriculum and creative teaching procedures for developing the students? social emotional competencies, which include self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The findings showed that the CSELE model has demonstrated positive effects on the students? social emotional competence, academic motivation, and classroom climate. However, more qualitative and quantitative studies should be conducted for further implementation of this model. Keywords:  Social Emotional Learning (SEL), English as a Foreign Language (EFL), creative, teaching and learning
USING PODCAST TO IMPROVE STUDENTS’ LISTENING AND SPEAKING ACHIEVEMENTS Fitria, Utri; Vianty, Machdalena; Petrus, Ismail
Journal of English Literacy Education Vol 2, No 1 (2015): The Journal of English Literacy Education
Publisher : Sriwijaya University

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Abstract: This study aimed at investigating whether or not there were significant differences in English listening and speaking achievements between the twelfth grade students of MAN 3 Palembang who were taught by using Podcasts and those who were not, and this study aimed to get the students’ feedback about the use of Podcasts to improve their English listening and speaking achievements. There were 60 twelfth grade students of MAN 3 Palembang in the academic year 2014/2015 as the sample and they were divided into experimental (N= 30) and control groups (N= 30). Both groups were given pre- and post tests, but only the experimental group was given the treatment. To collect the data, listening and speaking tests were administered to students in both groups, and a questionnaire was administered to the students in the experimental group. The obtained data were analyzed by using paired and independent sample t-tests. The results showed that there were significant differences in both listening (mean difference= 23, p= 0.000) and speaking (mean difference= 17, p= 0.000) achievements between the experimental and control groups. Next, the results of questionnaire indicated that Podcasts served meaningful, appropriate, interesting tasks, activities and authentic materials which could attract the students’ attention, increase their motivation, and improve their comprehension. Hence, based on the results of this study, Podcast was an effective and innovative technology-based learning tool in English classroom, especially in integrating listening and speaking. Key words: Listening, speaking, Podcast, twelfth graders, technology-based learning
COLLEGE STUDENTS’ PERCEPTIONS ON THE USE OF ORAL PRESENTATION AS A TEACHING AND LEARNING TECHNIQUE IN THE CLASSROOM Petrus, Ismail
Journal of English Literacy Education Vol 2, No 1 (2015): The Journal of English Literacy Education
Publisher : Sriwijaya University

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Abstract: Task-based learning has generally been implemented for university students. One task type common to especially language students is oral presentation. Giving an oral presentation may seem to be a limited activity, but it actually involves all the language skills. The students should read and write in the preparation, speak in the presentation, and listen and speak in response to questions. This paper presents a study of the students’ perceptions on the use of oral presentation as a teaching and learning technique in the classroom. The participants of the study were 120 undergraduate English Education students of two different courses. The data were collected mainly from the students’ essays, written at the end of semester, on the advantages and disadvantages of using the technique in the classroom. The data were then analyzed both quantitatively and qualitatively. The quantitative analysis was first used for assessing the responses obtained from the essays; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures. The results showed that most students appreciated the use of oral presentation in the classroom because the technique would make them become more responsible and active in their own learning; however, some less-motivated students would focus only on the materials in their own presentations and would not pay enough attention to other students’ presentations. Key words: task, teaching and learning technique, oral presentation
USING DEBATE TO IMPROVE STUDENTS’ VOCABULARY AND SPEAKING ACHIEVEMENTS Agustiawati, Hartini; Petrus, Ismail; Sitinjak, Margaretha Dinar
Journal of English Literacy Education Vol 2, No 2 (2015): Journal of English Literacy Education
Publisher : Sriwijaya University

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Abstract: The purposes of this study were to find out (1) whether there was a significant difference in vocabulary achievement between students who were taught through debate, and those were taught without debate, (2) whether there was a significant difference in speaking achievement between the students who were taught through debate and those were taught without debate, (3) whether there was a significant correlation between vocabulary and speaking achievements of the fourth semester, English education study program students of Tridinanti University and how much the contribution of vocabulary to speaking is. The population of this study consisted of the fourth semester English education study program students of Tridinanti University. The total number of the population was 49 comprising four classes, while the sample consisted of 30 students who were divided into two groups, fifteen students were in the experimental group and another fifteen students were in the control group. In collecting the data, the pretest, treatment and posttest were used. However, the data were analyzed by using t-test. It was found that (1) there was a significant difference in vocabulary achievement where the sig value (2 tailed) was lower than 0.05, (2) there was a significant difference in speaking achievement where the sig value (2 tailed) was lower than 0.05, (3) there was a significant correlation and contribution between vocabulary and speaking. It could be concluded that debate could improve the students‟ vocabulary and speaking achievements.Key words: vocabulary, speaking, and debate, fourth semester students of English Education Study Program
DEVELOPING E-LEARNING BASED LOCAL-FOLKLORES FOR EIGHTH GRADERS Sopian, Sopian; Inderawati, Rita; Petrus, Ismail
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1813

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The aim of this study was to develop e-learning based local-folklores application. This study was conducted based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) development research design. The formative evaluation was done through one to one evaluation, small group evaluation and field trial. The subjects of this study was eighth graders at one of junior high school in Indonesia. There were three students involved in one to one evaluation, nine students in small group evaluation and a real class in a field trial. The validity was reviewed by expert of content, expert of instructional design and expert of developing e-learning based local-folklores. The mean validity score of the developed product was 3,67 which was categorized as very highly valid level. The practicality was conducted in one to one evaluation and small group evaluation. The practicality of one to one was 3,40 which was at very highly practical level and the practicality in small group evaluation was 3,58 which was at very highly practical level. The reading test material was categorized as effective. It showed that there were 19 students (76,93%) out of 26 students in reading test exceeded MMC (minimum mastery criterion) which was 75.
USING DOUBLE ENTRY JOURNALS TO IMPROVE READING COMPREHENSION AND DESCRIPTIVE WRITING ACHIEVEMENTS KHAIRANI, DIAN; PETRUS, ISMAIL; SITINJAK, DINAR
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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This research aimed at investigating whether or not there were significantdifferences in reading and writing achievements between the eighth graders whowere taught by using Double Entry Journals and those who were not. Sixty studentswere purposively chosen as the subjects and divided into experimental (N= 30) andcontrol groups (N= 30). The data were collected by means of tests and questionnaireand statistical analysis. The results showed that the t-value of the students’ readingcomprehension achievement in the experimental group was 11.575, and the t-valuebetween the two groups was 5.982. Meanwhile, the t-value for writing achievementin the experimental group was 4.429, and the t-value between the two groups was1.345. The contributions of each aspect of reading comprehension and writing werealso presented. The results indicated that Double Entry Journals were mostlyeffective for improving reading comprehension achievement but were not effectivefor writing.
USING RPG VIDEO GAMES TO IMPROVE ENGLISH VOCABULARY ACHIEVEMENT OF THE 8th GRADERS OF SMP LTI IGM PALEMBANG IRFAN, IRFAN; IHSAN, DIEMROH; PETRUS, ISMAIL
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this study were to find out: (1) whether or not there was any significant improvement in students’ English vocabulary achievement after they were taught by using Role-Playing Game (RPG) Video Games and (2) the students’ perceptions on using RPG video games in learning English vocabulary. This study involved 20 eighth grade students. However, only 14 students were taken as the sample for the vocabulary tests and 19 students as the sample for the preference questionnaire due to the students’ absence during the vocabulary test and questionnaire administration. To collect the data, the students were given 4 vocabulary tests consisting of a pre-test, two progress tests, and a post-test, as well as a preference questionnaire which were analyzed by using paired sample t-test and percentage procedure. The findings showed that: (1) there was a significant improvement in the students’ vocabulary achievement between the pre-test and the post-test (p=0.000 < α=0.05) and (2) 95% of the students preferred using RPG video game to study English vocabulary. In conclusion, RPG video game was effective and preferable to be used in teaching vocabulary for the eighth grade students of SMP LTI IGM Palembang.