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ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

93 
 

DOES THE USE OF GUIDED QUESTIONS IN TUTORIAL SYSTEM IMPROVE 

STUDENTS’ SPEAKING ABILITY? 

Sukmawati Yasim  

sukmawatiyasin@unsulbar.ac.id 
Universitas Sulawesi Barat 

 

Abstract 

This research aimed to find out whether or not the use of guided questions in Tutorial System improved 

the students‟ speaking ability of Easy Speak. Easy Speak was an English course situated in Makassar. The 

method of this research was pre-experimental. In collecting data, the researcher used speaking test in pre-

test and post-test. The population of the research was 737 students. In this research, the researcher used 

purposive sampling technique which consisted of 25 students. The results of this research showed that the 

mean score of pre-test were 62,17 and 75,15 in post-test and the value of t-test was 7,23 which is greater 

than t-table 2.05 at the level of significance (α) = 0.05, so the null hypotheses was rejected, and 

alternative hypotheses (H1) was accepted. The researcher concluded that there was significant difference 

of the students‟ speaking ability of Easy Speak after giving treatment using guided questions. 

Keywords: Guided questions, Tutorial System, Speaking Ability. 

Abstrak 

 

Penelitian ini bertujuan untuk mengetahui apakah penggunaan pertanyaan terpandu dalam Sistem Tutorial 

meningkatkan kemampuan berbicara siswa dari Easy Speak. Easy Speak adalah kursus bahasa Inggris 

yang berlokasi di Makassar. Metode penelitian ini adalah pra-eksperimental. Dalam mengumpulkan data, 

peneliti menggunakan tes berbicara pada saat pre-test dan post-test. Populasi penelitian adalah 737 siswa. 

Dalam penelitian ini, peneliti menggunakan teknik purposive sampling yang terdiri dari 25 siswa. Hasil 

penelitian ini menunjukkan bahwa skor rata-rata pre-test adalah 62,17 dan 75,15 pada post-test dan nilai t-

test adalah 7,23 yang lebih besar dari t-tabel 2,05 pada tingkat signifikansi. (α) = 0,05, sehingga hipotesis 

nol (H0) ditolak, dan hipotesis alternatif (H1) diterima. Peneliti menyimpulkan bahwa ada perbedaan 

yang signifikan dari kemampuan berbicara Easy Speak siswa setelah dilakukan perlakuan dengan 

menggunakan pertanyaan terpandu. 

 

Kata Kunci: Pertanyaan Terpandu, Sistem Tutorial, Keterampilan Berbicara. 

 

 

 

 

mailto:sukmawatiyasin@unsulbar.ac.id


Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
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94 
 

A. INTRODUCTION 

Speaking is one of the skills in English and plays an important role in learning a foreign 

language.It can measure the success of people in terms of ability to take conversation in the 

language, so, people can communicate one each other by using English, and people who learn 

English as a foreign language can compete to communicate in target language. It is more often 

frequently used in communication subject for some countries. Especially in Indonesia, it has 

become compulsory subject for elementary school up to tertiary level of education that aims to 

the four languages. Moreover, speaking English becomes the most important requirement to be 

qualified in some jobs vacancies. 

Furthermore, speaking is considered as the most difficult among other skills faced by 

students, because of shyness or having less self-confidence and inaduquate vocabulary, so the 

students can not communicate verbally on english . It needs effort to guide students to express 

themselves to speak English.  

Chanstain in Nur Hikmah (1996:7) states that learning to speak is abviously more 

difficult , more effort is required on the part of teacher. It can also be seen that many students are 

passive to speak English. Usually, the students do not participate actively in speaking, probably 

because they are lack of knowledge or have no idea toward the subject matter being taught or 

discussed.  

River argues that the teachers or tutors will need to give the students opportunity to 

practice their speaking skills. She further states that if the students were able to practice a new 

speech through out the day as a child did in his native language. The problems of the speaking 

fluency of the foreign language would be decreased . this means that practice is really needed to 

overcome the problems of speaking that faced by students who learn a foreign language. 

In this sense, the the reseacher is interested to find a technique in teaching speaking 

English which can stimulate the students to use the language communicatively and confidently. 

Moreover, there are many ways which can be used in teaching speaking. The reseacher is 

interested to use guided questions. 

Guided questions method is one of the way of successful teaching in improving students‟ 

skill. Hulse in Nunung 1993 stated that on effective teaching and learning that guided questions 

is very important and it‟s a powerful tool of controlling behaviour of students and it needs 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

95 
 

feedback or reinforcement. If the teachers or tutors praise students‟ responses immediately and 

the students increase correct responses. To make students more focus on learning “speaking”, the 

reseacher is interested to undertake her research at Easy Speak. it is a consulting English 

Institution which provides a method to make someone can be good at English especially 

speaking. It has also face to face method which is called tutorial system. So, the guided questions 

technique will be applied there to make the students can give their full responses directly . 

Accordingly, the researcher is interested to research “Does the use of guided questions in 

tutorial system improve the students‟ speaking ability?” 

The major purpose of this research is to investigate whether or not the guided questions 

in tutorial system improve the students‟ speaking ability of Easy Speak. 

Ilham (2000) conducted a research on activating the students to ask question in speaking 

class reported that semester four of the students of English department of FBS of State 

University of Makassar are very interested in studying speaking by using questioning techniques 

in speaking class. The researcher will focus on guided question in tutorial system as an 

assessment opportunities which are highly authentic and difficult to fake. 

Richard et al.in Noni (2003) on commmunication between teacher- students interraction 

found that one form of teacher- student interaction is through questions.Question consists of  

utterances, which are commonly used by teachers in their foreign language classroom. The way 

the teachers ask question influences the students‟ attainment and the way of thinking .asking 

question spur thinking that positively influences students‟ classroom. Therefore the teachers need 

to understand and posses the question technique.There are three aspects os questions that lead to 

meaningful communication in their foreign language classroom , namely types of questions, 

modofication of questions, and pattern of questions.    

Student tutorials are generally more academically challenging and rigorous than standard 

lecture and test format courses, because during each session students are expected to orally 

communicate, defend, analyze, and critique the ideas of others as well as their own in 

conversations with the professor and fellow-students. As a pedagogic model, the tutorial system 

has great value because it creates learning and assessment opportunities which are highly 

authentic and difficult to fake. 

http://en.wikipedia.org/wiki/Professor


Al-Lisan. Journal Bahasa & Pengajarannya 
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96 
 

INPUT 

Materialsa 

PROCESS 

Learning Process Through 

Guided Questions 

 

OUTPUT 

Speaking Ability 

 In learning English for communicative purpose, it is expected that classroom as the main 

environment provides as much as possible communicative activities to make students active in 

speaking.    

There are many ways that can be expected to develop have the students‟ speaking skills. 

One of them is guided questions. Guided questions that applied here provide more opportunity 

for students in speaking, so they can speak more and more. 

 

 

 

 

 

 

 

 

 

 

 

 

In the diagram above, input output are briefly classified as follows: 

a) Input refers to the teaching speaking materials that covers some topics such as 

drugs and smoking  

b) Process refers to the learning speaking through guided questions  

c) Output refers to the development of the students speaking ability through 

guided questions. 

 

B. RESEARCH METHOD 

The method of the research was pre-experimental with one group pre-test and post-test 

design. The design involved one group with pre-test design, and expose to the treatment while 

a post-test was exposed to measure the success of treatment. 

 

Accuracy Fluency Comprehensibility 



Al-Lisan. Journal Bahasa & Pengajarannya 
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The design is presented as follows: 

 

  

The population of the research was the students of EASY SPEAK. There were 147  

active students and 590 passive students. So , the total of Easy Speak students was 737 

students.This research used purposive sampling by taking 25 students . The writer chose them as 

the sample of this research based on their assumption that their knowledge and ability were the 

same. The data was collected by using interview is the form of speaking perfomance test as the 

instrument of the research. The speaking test consisted of pre-test and post-test. The pre-test was 

given to find out the initial ability before presenting the guided questions methode. The post-test 

was given to find out the improvement of students‟ sepaking ability after guided questions 

process. The data was analyzed through quantitative analysis test, which was distributed to the 

sample, provided with ordinal data changed into interval data. Meanwhile to get the speaking 

score, the writer used scoring scale,whichincluded the accuracy, fluency, and comprehensibility 

on the students‟ speaking. To measure the students‟ speaking skills, there were three components 

observed.The data was tabulated by using speaking test referring to scoring system used by Easy 

Speak (2008) as follows: 

 

 

 

 

 

 

 

 

Treatment 

(T) 

Post – test 

(02) 

Pre – test 

(01) 



Al-Lisan. Journal Bahasa & Pengajarannya 
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Accuracy 

Score Classification Criteria 

100 

 

 

90-99 

 

 

 

80-89 

 

 

 

 

60-79 

 

 

 

0-59 

Excellent  

 

 

Very Good 

 

 

 

Good  

 

 

 

 

Average 

 

 

 

Poor  

Pronunciation is only slightly influenced 

by mother tongue. Two or there minor 

grammatical and lexical errors. 

Pronunciation seriously influenced by 

mother tongue. A few minor grammatical 

and lexical errors but most utterances are 

correct. 

Pronunciation seriously influenced by 

mother tongue but only a few serious 

phonological errors. Several grammatical 

and lexical errors, two or more major 

error causing confusion. 

Pronunciation seriously influenced by 

mother tongue with the errors causing a 

breakdown in communication. Many 

“basic” grammatical and lexical errors. 

Serious pronunciation errors as well as 

many “basic” grammatical and lexical 

errors. No evidence of having mastered 

any language skills. 

 

Fluency 

Score Classification Criteria 

100 

 

 

Excellent  

 

 

Speak without too greater effort with 

fairly wide range of expression. Searchers 

for word occasionally but only one or two 

unnatural pauses. 



Al-Lisan. Journal Bahasa & Pengajarannya 
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99 
 

 

90-99 

 

 

 

80-89 

 

 

 

 

60-79 

 

 

 

0-59 

 

Very Good 

 

 

 

Good  

 

 

 

 

Average 

 

 

 

Poor  

He has to make an effort and search for 

words. Nevertheless, smooth delivery on 

the whole and only a few unnatural 

pauses. 

He has to make an effort and search for 

words; there are not many unnatural 

pauses. Occasionally halting delivery and 

fragmentary but success in conveying the 

general meaning. 

Long pauses while he researches for the 

desired meaning frequently fragmentary 

and halting delivery. Almost gives up 

making the effort at time. 

Full of unnatural pauses, very halting and 

fragmentary delivery. At times gives up 

making the effort. 

 

 

 

 

 

 

 

 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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100 
 

Comprehensibility 

Score Classification Criteria 

100 

 

 

 

90-99 

 

 

 

80-89 

 

 

 

 

60-79 

 

 

 

 

Excellent  

 

 

 

Very Good 

 

 

 

Good  

 

 

 

 

Average 

 

 

 

 

The speakers, intention and general 

meaning are fairly clear. A few 

interruptions by the listener for the sake of 

clarification are necessary. 

Most of the speaker‟s is easy to follow. 

His intention is always clear but several 

interruptions are necessary to help him to 

convey message or to seek clarification.  

The listener can understand much of what 

is. But he must constantly seek 

clarification. Cannot understand may of 

the speaker more complex or longer 

sentences. 

Only small bits (usually short sentences 

and phrase) can be understood and then 

with considerable effort by someone who 

is said can be understood. Even when 

listener makes a great effort or interrupts, 

the speaker is unable to clarify anything 

he seems to have said. 

Hardly anything of what is said can be 

understood. Even when listener makes a 

great effort or interrupts, the speaker is 

unable to clarify anything he seems to 

have said. 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
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101 
 

 

 

0-59 

 

 

Poor  

The band and converted scores  

SCORE 

 

Classification 

 

100 

90-99 

80-89 

60-79 

0-59 

Excellent 

Very Good 

Good 

Average 

Poor 

 

(EASY SPEAK 2008) 

C. FINDINGS AND DISCUSSIONS 

Findings 

Based on the data analysis, it was found that the use of guided questions improved the 

students‟ speaking ability of Easy Speak. This improvement was indicated by the means score, 

frequency and rate percentage of pre-test and post-test that can be seen as in the following tables: 

Table 1. The students‟ mean score of pre-test and post-test 

Test Mean score Standard deviation 

Pre-test 62.17 15.47 

Post-test 75.15 11.77 



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Table 1 shows that post test of the research increased as pre test reached 75,15 of which 

standard deviation was 11,77 from the pre test  which just reached 62,17 of which standard 

deviation is 15,47. Therefore, it means that the use of guided questions improved the students‟ 

speaking ability.  

Table 2.  The t-test of the students 

Variable X2- X1 t- test value 

7,23 t- table 2.064 

 

Table 3 shows that the use of guided questions significantly improved the students‟ 

speaking abilityof Easy Speak as indicated by t -test value = 7,23 and t-table value=2.064 in 

which the value of t-test were greater than t-table (7,23 >2.064). It means that Alternative 

Hypothesis was accepted and Null Hypothesis was rejected. 

The description of students‟speaking ability improvement covering three elements of 

speaking, they are accuracy, fluency and comprehensibility. 

1. Accuracy  

Based on the data analysis, it was found that the use of guided questions improved the 

students‟ accuracy in speaking that can be seen in the following table: 

Table 3. The mean score and standard deviation of the student‟s speaking ability in terms of 

accuracy in pre-test and post-test 

Test Mean score Standard deviation 

Pre-test 60,96 12,1 

Post-Test  72,04 15,2 

 

The mean score and standard deviation also presented in the following table: 

Table 4.  T-test value and t-table value of accuracy 

 

Accuracy 

t-test t-table 

7.5 2.064 

 



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Table 6 shows the use of guided questions significantly improved the students‟ speaking 

accuracy of Easy Speak as indicated by t -test value = 7,5 and t-table value=2.064 in which the 

value of t-test were greater than t-table (7,5>2.064). It means that there is significant difference 

between the pretest and posttest of the students‟ accuracy of speaking after using guided 

questions. 

2. Fluency 

Based on the data analysis, it was found that the use of guided questions improved the 

students‟ fluency in speaking that can be seen in the following table: 

Table 5. The mean score and standard deviation of the student‟s speaking ability in terms of 

fluency in pre-test and post-test. 

Test Mean score Standard deviation 

Pretest 64.24 16.4 

Posttest 76.12 14.6 

Table 7 shows that the students‟ fluency significantly improved where on the pre test, it 

was just reached 64,24 of which the standard deviation was 16,4 while on the post test, it was 

reached 76,12 of which the stadard deviation was 14,6. 

Hypothesis Testing 

To test the hypothesis of freedom (df), the researcher used the following formula: 

df= N-1 

df= 25-1 

   = 24 

The mean score and standard deviation also presented in the following table: 

Table 6. t- Test value and t-table value of fluency. 

 

Fluency 

t-test t-table 

7.87 2.064 

The table above shows the use of guided questions significantly improved the students‟ 

speaking fluency of Easy Speak as indicated by t -test value = 7,87 and t-table value=2.052 in 

which the value of t-test were greater than t-table (7,87>2.064). It means that there is significant 

difference between the pretest and posttest of the students‟ fluency of speaking after using 

guided questions. 



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3. Comprehensibility 

Based on the data analysis, it was found that the use of guided questions improved the 

students‟ fluency  in speaking that can be seen in the following table: 

Table 7.The mean score and standard deviation of the student‟s speaking ability in terms of 

comprehensibility in pre-test and post-test. 

Test Mean score Standarddeviation 

Pre-test 61.32 14.8 

posttest 77.28 8.6 

Table 10 shows that the students‟ comprehensibility significantly improved where on the 

pre test, it was just reached 61,32 of which the standard deviation was 14,8  while on the post 

test, it was reached 77,28  of which the stadard deviation was 8,6. 

Hypothesis Testing 

To test the hypothesis of freedom (df), the researcher used the following formula: 

df= N-1 

df= 25-1 

   = 24 

The mean score and standard deviation also presented in the following table: 

Table 8. t-test value and t-table value of comprehensibility 

 

Comprehensibility 

t-test t-table 

6.34 2.064 

Table 12 shows the use of guided questions tutorial system significantly improved the 

speaking comprehensibility of the students of Easy Speak as indicated by t -test value =6,34 and 

t-table value=2.064 in which the value of t-test were greater than t-table (6,34>2.064). It means 

that there is significant difference between the pretest and posttest of the students‟ 

comprehensibility of speaking after using guided questions. 

From the data analysis above, the researcher concluded that there is significance 

difference between the pretest and posttest in improving the students speaking ability of Easy 

Speak, using guided questions after giving treatment.  

 

 



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Discussions 

This part presented the result of the students‟speaking achievement of Easy Speak by 

using guided questions. 

In the pre-test, the writer gave some questions to the students without any correcting,the 

writer wanted to know the students‟ speaking ability before giving the treatment. The students‟ 

speaking ability was not very good. This condition might be caused by less confidence and 

practice from the students. Therefore , the students could not significantly improve their 

speaking ability. 

After knowing the score of the students‟ pre-test was still low, the students were given some 

questions and the writer corrected their mistaken which the students made during they were 

speaking which covering the students accuracy, fluency, comprehensibility.the procedure of 

treatment were : a).The writer explained to the students about directed activities, b). The writer 

explained to the students‟ about the first topic , and asked the students to give their idea and 

comment about the topic, c).The writer corrected the mistaken which were found when the 

students were speaking.. 

During the treatment, the students got different effect. In the first meeting (reasons of 

learning english), the students were more interested and easily understood and directly gave 

their respons well about the topic. In the second meeting, (the role of English), the writer asked 

the students about the role of English for their jobs, and then the students explained and 

explored their idea. On the third meeting, the writer asked a question to the students (talking 

about job) and the students gave full responses. There fore , the writer concluded that the use of 

guided questions was more interesting to the the students in which the could improve their 

speaking ab The description of student‟s speaking ability in general from pre-test, treatment and 

post-test covering three elements of speaking ability can be seen in the following data.   

1. The students speaking accuracy 

Basically, the student‟s speaking accuracy was classified average in pre-test. The 

researcher found that there were some factors influencing the student‟s accuracy, namely their 

mother tongue, mispronunciation, grammar and word choice (see: Table 5). The main 

component that influences students in speaking ability was their pronunciation, grammar and 

word choice. 



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a. Pronunciation 

 Pronunciation is the act or manner of pronouncing words with reference to    the 

pronunciation of sound, the placing of stress, intonation, etc. It influences the quality of students‟ 

perfomance to speak English. The students who has good pronunciation will have good 

perfomance in speaking compared with the students who has pronunciation. However, mostly 

they were influenced by their first language and the scarcity of focusing the matter of 

pronunciation but only in a certain subject. 

 Some of typical mistakes that the students made in some aspects of pronunciation as 

illustrated in the following :  

The types of pronunciation problems appeared in the students‟ speaking performance in 

term of speaking accuracy can be seen such in the following : 

a.  / ʃ / becomes / s / 

Example : english/englis/ should be /ɪɳ:lɪʃ/ 

b. / ə / becomes / o / 

Example : important/importin/ should be /ɪm’pə:tnt/ 

c. / i: / becomes / e / 

Example : Repeat/ripet/ should be /rɪ’pi:t/ 

d. / Ii / becomes /i/ 

Example : employee/employi should be /im’pləɪi:/ 

e. / ɜ / becomes / o / 

Example : conversation/komporsisien should be /kɒn‟vɜ:snt / 

After giving more practising of guided question, it was influenced and encouraged the 

students to improve their fluency as well. 

On the post test, the writer gave the same questions to the students on the pre-test to find 

out the students‟ progress in speaking by using this guided questions. 

Basically, the student‟s speaking ability classified average and poor (see table 2). The 

researcher found that there were some factors influenced the student‟s speaking ability, they are 

mispronunciation, the topic is not familiar to the students and they did not know how to make 

their sentences easy to understand. 



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Based on their poor classification, the researcher gave treatment using guided questions. 

By treatment, the researcher gave topic to the students to generate into many ideas. When there 

were no more new ideas, the researcher discussed the listed ideas and identified the better ideas. 

Finally, the researcher confirmed the student‟s decision and that all support the final choice. 

All of students gave contributions in this research by expressing their ideas and 

organizing the existing knowledge by their own minds. It helped the students felt more 

confident in making intelligent guesses. The result of student‟s post-test shown that their 

speaking ability was improved (see table 2) 

Therefore, some mispronunciations appeared when the students pronounced the words 

because they were influenced by the mother tongue as their first language. For example: 

b. Grammar 

The researcher found some errors in student‟s grammar in speaking ry performance 

test, for example: 

- We can tc communicate should be we can communicate 

- English is very important to me…. Should beEnglish is very important for me,  

c. Word choice 

The examples of errors in word choice are: 

- Try to learn English into different media such as join English course,… should be 

try to learn English with different way such as… 

- We must relax when we study English should be we must enjoy English subject. 

 Based on the description above, the researcher gave interesting topic so they interested to 

discussed and focused on it.in the treatment,by using guided questions, it invited the students to 

organize existing knowledge by their own minds. At this point, the students were oriented to the 

topic and better motivated to fill the gaps in their knowledge. 

The result of post-test showed that the student‟s accuracy was increased (see: Table 5). It 

can be concluded that guided questions can help the students to improve their speaking accuracy.  

2. The students speaking fluency 

 Low achievement of the student‟s speaking fluency sometimes caused by the topic is not 

familiar for the students, for example: 

 



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- The way of learning English 

- The role of English 

In the pre-test, the writer found that most of students were not fluentin speaking when 

they have not prepared for the topic discussed. It can be shown that their speaking fluency in pre-

test was fair. 

 Most of Easy Speak students‟ job used English, so the students doing much practice in 

real situation. So, by the treatment the researcher allowed students to express their idea and 

information based on interested topic. The improvement of student‟s speaking fluency showed in 

Table 8. It can be concluded that using guided questions in learning activity can help the students 

to learn to take risks. There are no „right‟ or „wrong‟ answers in guided questions and no danger 

of teacher correction. Much practice is important. 

3. The students speaking comprehensibility 

Some of the students did not know how to make their sentences easy to understand. The 

researcher found that the low achievement of the students (see table 11) in speaking class were 

influenced by the topic that not interesting for the students. For example,  

- Ee...i plan to work in multinational coorporation..ee thank you.. 

- English is used for trading, studying in the world, ee...so,i’m planning to take ee  

study..ee in  abroad... 

The writer used guided questions for the treatment to improve the students speaking 

ability, because by seeing a technique, the students are easy to express their ideas. Therefore, the 

result of post-test showed that the student‟s speaking comprehensibility was increased (see table 

11). Guided questions allow the students to create a context for the subsequent speaking task. 

Relevant existing knowledge (content schema) can be called up from memory and can provide a 

context which supports comprehension and production in the subsequent speaking task. The 

good students made intelligent guesses, but the language often works against this. Because of 

nervousness or fear of tutor correction, many students are afraid of using language unless they 

are sure that it is totally correct. This stops them making intelligent guesses and slows down 

learning. 

To sum up, the writer concluded that the achievement of the students speaking ability is 

significantly improve, it is proved by the mean score, standard deviation, and t-test value. The 



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implementation of guided questions in speaking is how the teacher begins to create tutorial 

sytem  in order to make the students interesting in learning. The findings show that teaching 

speaking through guided questions can improve the students‟ speaking ability of Easy Speak. 

 

D. CONCLUSIONS 

Based on the findings and discussions of the study, it is concluded that teaching speaking 

through guided questions significantly improved the students‟ speaking ability.  

Based on the result of data analysis and conclusion, the researcher put forward suggestions as 

follows: 

a) The English tutors are suggested to use guided questions as one of alternative of teaching 

approach to present speaking, to encourage students to speak up to improve students 

speaking ability. 

b) The using topics must be interested to be discussed to get full responses of students. 

c)  The writer suggests next researchers to conduct further research about guided questions 

in teaching other skills of English.   

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



Al-Lisan. Journal Bahasa & Pengajarannya 
ISSN 2442-8965 & E ISSN 2442-8973  
Volume 4 Nomor 1- Februari 2019 
http://journal.iaingorontalo.ac.id/index.php/al 

110 
 

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