The Effectiveness of Systemic Approach in Teaching English Nouns to the First-Year Students at State Islamic Institute of Parepare

Abstract

This research aimed to identify the achievement of a systemic approach and students’ perceptions. The sample consisted of 22 students from the first semester of the Childhood Islamic Education Program. This research used a parallel mixed methods design. The instruments used in collecting data in this research were noun tests for quantitative data collection and an interview for qualitative data collection. The research results obtained came from two types of data. The results of quantitative data were analyzed using the SPSS statistical test showing the effectiveness of a systemic approach in teaching nouns as evidenced by students’ scores. This result of quantitative data indicates that the mean score of the students’ post-test (82.73) was higher than the pre-test (53.55). Another supporting indicator was the result of statistical analysis for the level of sig. 2 tailed was 0.000. It was lower than  (α)=(0,05). It means the alternative hypothesis (H1) was accepted, which means using a systemic approach affects teaching nouns to increase students’ nouns mastery. The results of the qualitative data showed that all five students with an increased score had a positive perception of learning nouns through a systemic approach. Thus, from the results of this research, it can be concluded that using a systemic approach in teaching nouns is effective, as evidenced by students’ scores and positive perceptions. These perceptions also affect students’ scores.