Ismail Petrus
Sriwijaya University

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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
A PORTRAIT OF THE ENGLISH COURSE AT A FACULTY OF EDUCATION IN SUMATERA Petrus, Ismail
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.85

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Abstract: English is one of the compulsory courses taught in tertiary education in accordance with Paragraph 2 Article 37 of the National Education Law No. 20/2003 and Paragraph 2 Article 9 of the Government Regulation No. 19/2005 on national standards of education. Some people believe that college English may not be taught as English for General Purposes, but it should be designed on the basis of needs analysis. As the students have learnt the basic knowledge and skills of English at secondary schools, college English should aim at building study skills or developing professionalism and specification of the students’ choice. This paper depicts the existing conditions of the English course at the Faculty of Teacher Training and Education of a University in Sumatera. The portrait of the course was described in terms of such aspects as institutional goals, class management, instructional materials, instructors, teaching methodology, and evaluation. This paper was based on a study involving 378 second-semester students of 7 study programs, 10 instructors, 7 heads of study programs, 2 heads of departments, 2 faculty’s heads, and the head of the university’s language institute. The research data were collected through (a) a questionnaire given to the students, (b) interviews with the instructors, the heads of departments/study programs, the faculty’s heads, the language institute head, (c) observations in the classroom, and (d) a review of the documents. The methods of data analysis were both quantitative and qualitative. The quantitative method of analysis was first used for assessing the responses obtained; and secondly, the qualitative analysis provided the evaluation and interpretation of the figures and insights gained from the interviews, observations, and review of the documents. The results of the research showed that: (a) the English course at the faculty could be considered as General English, (b) there was no needs analysis conducted, (c) half of the instructors had master’s degrees in accordance with the Law No. 14/2005 on teachers and lecturers, (d) the teaching and learning activities were mostly lectures and question-answer sessions in the theatre seating arrangement, (e) there was no course evaluation, and (f) there was no collaboration among the study programs, instructors, and language institute in designing the course. The findings of this research would be useful for the coordinator of the English course to redesign the syllabus for a better instruction.   Key words: English course, needs analysis, English for Specific Purposes
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

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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.
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.
The Correlations among Reading Habit, Multiple Intelligences, and Writing Mastery of English Education Study Program Students of Sriwijaya University Lestari, Ayu; Sofendi, Sofendi; Petrus, Ismail
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 2(2), 2018
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.045 KB) | DOI: 10.21093/ijeltal.v2i2.99

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The objectives of this study were (1) to describe the students’ Reading habit, multiple intelligences, and writing mastery, (2) to find out whether or not there was significant correlation among the students’ Reading habit, multiple intelligences, and writing mastery, and (3) to find out whether or not the students’ Reading habit and multiple intelligences contributed to their writing mastery. In this study, 76 undergraduate EFL students of English Education Study Program of Sriwijaya University in the academic year 2017/2018 were chosen as a samples by means of purposive sampling. This study applied correlational research design. The data were collected by using questionnaires and test, and were analyzed by using Pearson Product Moment correlation coefficient and regression analysis. The results showed that (1) most of the students (50%)  were in the average level of reading habit; most of the students (15.7%) had six dominant intelligences; most of the students (57.8%) were in the good level of writing mastery; (2) reading attitude was the only habit which had a negative and significant correlation to the students’ writing mastery (r= -271, p< 0.018); reading attitude also had positive and negative and significant correlation to the students’ ideas  (r= 0.367, p< 0.001) and thesis voice audience (r= -0.236, p=< 0.040); logical intelligence was the only intelligence which had negative and significant correlation to the students’ writing mastery (r= -0.238, p= 0.038); ideas was the only the aspect of writing had a positive  and significant correlation to the students’ logical intelligence (r= 0.267, p= 0.020) and intrapersonal intelligence (r= 0.250, p= 0.029); (3) reading attitude became the best predictor and influenced the students’ writing mastery with 7.3% contribution (R2 = 0.073).
AN INVESTIGATION INTO THE CORRELATION BETWEEN PERCEPTUAL LEARNING STYLE PREFERENCE AND LISTENING COMPREHENSION Putri, Ria Karina; Petrus, Ismail; Hayati, Rita
The Journal of English Literacy Education (The Teaching and Learning of English as A Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

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Abstract: The objective of this study is to find out whether or not there is a significant correlation between perceptual learning style preference and listening comprehension of students of English Education Study Program, Sriwijaya University. The population of this study was the first, third, fifth and seventh semester students of English Education Study Program of Sriwijaya University in academic year 2017/2018. However, only the fifth and seventh semester students were taken as the sample by using purposive sampling. A descriptive method was used in this study. Specifically, this study was a correlation study. The data were obtained by means of questionnaire and listening comprehension test. The questionnaire showed that the students mostly were in medium level of learning style level and most of them had four major learning styles. Meanwhile, the listening test showed that most students were in Average category. The data obtained were analyzed by using correlation analysis and the result showed that there was no correlation between perceptual learning style preference and listening comprehension of students of English Education Study Program, Sriwijaya University since the value of r-obtained (-.156) was lower than the critical value of r-table (0.197) at the significance level 0.05. Keywords: perceptual learning style preference, listening comprehension
EXPLORING AND IDENTIFYING TECHNOLOGY-BASED DYNAMIC LEARNING THROUGH SOCIAL MEDIA IN ACADEMIC WRITING Inderawati, Rita; Petrus, Ismail; Jaya, Hariswan Putra
English Community Journal Vol 3, No 1 (2019): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v3i1.1697

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Technology has been a new concept of learning in this digital era which brings positive response to students and lecturer. This current study focuses on the use of various social media that facilitate students to learn English. The aim of this research is to explore and to identify the use of Facebook in academic writing courses that perpetually developed to be a dynamic way of learning through a blended learning in terms of mobile learning. The 2nd semester students of 2017/2018 as the research subject who took Academic Paragraph Course. By utilizing mix-method through observation, documentation, questionnaire, and interview, this study explored and identified the language learning through social media. The result of the study was that the English learning especially academic writing could be categorized as a dynamic learning with exact rich connections in Facebook group account which was utilized both online and offline mode of learning with various learning models appropriate to the 21st century English learning where a dynamic interaction amongst lecturer and students happened by collaborating, communicating, thinking critically, and creating through self/peer assessment and a series of dynamic learning.