Baso Jabu, Baso
State University of Makassar

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The Problems in Professional Competence of Teachers in Teaching English Subjects at Vocational High Schools -, SYAMSINAR -; Jabu, Baso
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

           This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi. This research applied descriptive qualitative method.  The data were collected by using three instruments namely questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The research found that there were eleven problems faced by the teacher in relation to their professional competence. In English teachers’ competence especially in linguistic aspect, the major problem faced by the teachers is dealing with lacking of the vocabulary for special terms. In addition, the research also indicated that there were two other serious problems faced by the teachers. First, they faced problem in developing the teacher professionalism continuously. Second, they do not use information and communication for communicating maximally.Keywords:    professional competence, experienced English teachers, inexperienced    English teacher 
The Problems in Professional Competence of Teachers in Teaching English Subject at Vocational High Schools Syamsinar, Syamsinar; Jabu, Baso
ELT WORLDWIDE Vol 2, No 2 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

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This research was intended to investigate the problems in professional competence faced by the English teachers of vocational high schools in Gowa, South Sulawesi, Indonesia. This research applied descriptive qualitative method. The data were collected by using three instruments: questionnaire, interview and observation checklist. The participants were two experienced English teachers, two inexperienced English teachers, and eight students. The professional competence indicators are adapted from the Regulation of the Minister of National Education of the Republic of Indonesia No. 16/2007. The results of this research reveal that the teachers problems dealing with professional competence in teaching English at vocational high schools include (a) problem in mastering the materials, (b) problems in mastering the curriculum, (c) problem in developing materials creatively, (d) difficulties in developing the teacher professionalism continuously, (e) problems in using the information technology and (f) problems of classroom management. Keywords:  professional competence, experienced English teachers, inexperiencedEnglish teacher.
Students’ Perception on Peer Revisions of Deemphasizing Grammar Correction in SMA Mulia Bhakti, Makassar, South Sulawesi Purnamasari, Jelita; Jabu, Baso; Halim, Abdul
ELT WORLDWIDE Vol 3, No 1 (2016): April 2016
Publisher : Program Pascasarjana Universitas Negeri Makassar

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Abstract

This research are aims at (i) investigating perceptions of learners about the implementation of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar, (ii) finding out the factors which influenced the implementation of peer revision of deemphasizing grammar correction at SMA Mulia Bhakti Makassar, and (iii) finding out how the peer revision of deemphasizing grammar correction is implemented at SMA Mulia Bhakti Makassar. The researcher conducted qualitative method. The data resources were 11th-grade students at SMA Mulia Bhakti Makassar who had experience in the practice of peer revision of deemphasizing grammar correction. The result showed that, (i) the researcher found the students’ positive perception and negative perception on peer revision of deemphasizing grammatical correction. The positive perceptions were students became more active, developed their critical thinking, leaded them to students’ self-directed learning, and decreased students’ writing apprehension while the negative perceptions were it created overly critical comments and also conflict (ii) the factors influenced the implementation were students’ ability as reviewer and sitting them in collaborative work (iii) the steps of peer revision of deemphasizing grammatical correction at SMA Mulia Bhakti Makassar consisted of six steps, namely writing, revision, first rewriting, editing, second rewriting, and scoring.
Episodic Memory in EFL Classroom at Bosowa University Mardiana, Mardiana; Jabu, Baso; Weda, Sukardi
ELT WORLDWIDE Vol 3, No 1 (2016): April 2016
Publisher : Program Pascasarjana Universitas Negeri Makassar

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The objectives of this research are (1) to find out whether the use of episodic memory is effective to improve the writing ability of the fifth-semester students of English education department of Bosowa University Makassar and (2) to find out the component of writing that improves the students’ writing the highest. The method applied in this research was true experiment design. It involved two groups design. That was experimental and control group. The subjects of this research were taken from two classes at fifth semester  A and B in 2014/2015 academic year. The sample consisted of 40 students. They were randomly formed. The data of this research was collected through writing test. The result of the research through students writing test shows that the students writing ability improved after treatment. It was supported by the rate of the mean score of writing which were observed in the students posttest for the five components. The mean score of the experimental group was 71.89 which was higher than of the control group which was only 67.32 and the mean difference was 4.57. The content in the experimental group posttest were 83.50 while in the pretest only 67.50. The improvement of students score in experimental for the content component was 16 point. It was the highest of all components of writing. It can be concluded that (1) The use of episodic memory is effective to improve the writing ability of the fifth-semester students of English Education Department of  Bosowa University Makassar; (2) The component of writing that improves the students’ writing the highest is content.Keywords: Episodic memory, writing ability.
ACTIVATING STUDENTS’ INTEREST THROUGH WONDERSHARE QUIZ CREATOR SOFTWARE IN READING COMPREHENSION Sangkala, Ismail; Jabu, Baso; Muliati, Andi
ELT WORLDWIDE Vol 6, No 1 (2019)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (880.51 KB) | DOI: 10.26858/eltww.v6i1.8589

Abstract

This research aimed at finding out whether or not the use of “Wondershare QuizCreator Software” activates the students’ interest in reading comprehension of theEnglish Education Program, Faculty of Teacher Training and Education,Muhammadiyah University of Makassar, Indonesia. In academic Year 2012/2013,based on investigating students’ interest in learning of reading comprehensionthrough Wondershare Quiz Creator Software. The research employed the trueexperimental method. This research assigned two groups namely experimentalgroup and control group. Each group consisted of 45 students. The sample waschosen by applying cluster random sampling technique. The researcher used thequestionnaire was given to the students to cover the statements about the students’ interest in the implementation of software in reading comprehension. The data obtained through Likert Scale, it was analyzed by using descriptive and inferential statistics through SPSS 16.0 version. In conducting the research, the researcher applied the “Wondershare Quiz Creator Software” and the result showed that there was students’ interest at the experimental group after applying the software. It was proven by the result of descriptive and inferential statistics in questioning the students’ statements in the posttest. Based on the result of the questionnaire engaged to the experimental group, the interest of the students was dominantly classified as very high interest. There were 12 (27%) of them classified as high interest and 33 students dominated 73 % as very high interest. The students in the experimental group generally agree with the implementation of the software because they had confidence and felt more enthusiastic with the mean score is 86.53, which was categorized as interesting.
TPACK MODEL BASED INSTRUCTION IN TEACHING WRITING: AN ANALYSIS ON TPACK LITERACY Ammade, Salasiah; Mahmud, Murni; Jabu, Baso; Tahmir, Suradi
International Journal of Language Education Vol. 4, No. 1, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (873.01 KB) | DOI: 10.26858/ijole.v4i2.12441

Abstract

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers? levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage.  They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.
INTENSIVE AND EXTENSIVE SPEAKING: APPROACHES TO SYSTEMATIZING THE SPEAKING SKILLS COURSES FOR UNDERGRADUATE ELE STUDENTS Anwar Korompot, Chairil; Jabu, Baso
Jurnal Bahasa dan Sastra Vol 20, No 1 (2019)
Publisher : Jurnal Bahasa dan Sastra

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Abstract: This article presents a proposal to implement intensive speaking (IS) and extensive speaking (ES) approaches to teaching English speaking courses to student teachers of English in Indonesia. The courses are taught at PBI, an undergraduate English language teacher education program at a university in eastern Indonesia. Speaking courses have been taught at PBI since its first establishment over 58 years ago. However, the lack of effort to make each speaking course a part of speaking course ecology has caused problems such as unclear objectives, competency standards, materials, instructional activities, and assessment. Therefore, systematization of the speaking courses is in order. The authors? own self-initiated reviews, previous research outcomes, a review of literature indicate that the speaking courses should ideally be systematized using IS and ES. That is, IS is used to teaching the first two beginning speaking courses, and ES to teaching the other two upper-level speaking courses, and/or an additional course on teaching speaking. PBI has never considered adopting such a proposal in its own curricular revision and course development. The adoption and its justification will inform similar institutions both in Indonesia and in the other parts of the world.Keywords: Intensive and extensive approaches, speaking skills, students teachers of EnglishAbstrak: Artikel ini menyajikan usulan bagi penerapan pendekatan intensive speaking (IS) dan extensive speaking (ES) untuk mengajarkan beberapa matakuliah (MK) keterampilan berbicara bahasa Inggris (speaking) bagi mahasiswa calon guru bahasa Inggris di Indonesia. MK-MK tersebut diajarkan di PBI, program studi sarjana pendidikan bahasa Inggris di sebuah universitas di Indonesia bagian timur. MK-MK speaking telah diajarkan di PBI sejak didirikan pertama kali lebih dari 58 tahun yang lalu. Namun, kurangnya upaya untuk membuat setiap MK speaking menjadi bagian dari ekologi MK speaking telah menyebabkan masalah seperti tujuan, standar kompetensi, bahan ajar, kegiatan instruksional, dan penilaian hasil belajar yang tidak jelas. Karena itu perlu ada sistematisasi MK-MK speaking. Hasil tinjauan mandiri, data dari penelitian sebelumnya, and kajian kepustakaan oleh kedua penulis menunjukkan bahwa dua MK speaking tersebut seyogyanya disistematisasi menggunakan IS dan ES. Artinya, IS untuk mengajarkan dua MK speaking pertama, dan ES untuk dua MK speaking yang lain pada tingkat menengah, dan/atau MK keterampilan mengajarkan speaking sebagai tambahan. PBI belum pernah mempertimbangkan usulan seperti ini dalam proses revisi kurikulum dan pengembangan MK. Penerapan dan penjelasan gagasan ini akan menambah perspektif LPTK pendidikan bahasa Inggris baik di Indonesia maupun di belahan dunia yang lain. Kata-kata kunci: Pendekatan intensif and ektensif, keterampilan berbicara, mahasiswa calon guru bahasa Inggris