Articles
<![CDATA[The Phonological Interference of Students’ First Language in Pronouncing English Sounds (A Case Study on Buginese and Makassarese Students) ]]>
<![CDATA[Dian Hera Utami]]>;
<![CDATA[Muhammad Basri Wello]]>;
<![CDATA[Haryanto Atmowardoyo]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 4, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v4i2.4414
<![CDATA[The study indicates the phonological interferences occurred by the Buginese and Makasserese students in pronouncing English sounds and the factors affect pronunciation interference of Buginese and Makasserese students in pronouncing English sounds. The respondents were eight university students majoring English Department. They are four Buginese students which their L1 is Buginese and four Makassarese students which their L1 is Makassarese. This research was conducted through a case study design. The instruments were oral test by reading three different texts to get the data with audio recording and interview about students’ problems in pronouncing English sounds. The result of data analysis showed that there is 46 kinds manner of articulation that the students made when they produced English sounds; 32 vowels and 14 consonants. The data also showed that the main factor that influences the students while pronouncing English words is interlanguage transfer. The implication of this research can be expected upon teaching and learning process. The students should put more awareness toward the L1 interference in pronouncing English vowels and consonant and drill more the correct pronunciation. The study also suggests that the teachers should give an extra attention to this problem. The teacher expected can help the students to reduce the mispronounced. The study also has some contributions to the language field where teachers/lecturers need to take a special attention of this phenomenon.]]>
<![CDATA[The Use of Digital Storytelling in Teaching Listening Comprehension ]]>
<![CDATA[Juvrianto Chrissunday Jakob]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v5i1.5763
<![CDATA[ABSTRACTThis study focuses on finding out whether or not the use of Digital Storytelling (DST) develops the students’ listening comprehension and to find out the students’ learning interest towards the use of DST. The research employed QUAN – Qual model. The writers gathered the data by using listening comprehension tests and open ended questions. The finding of the study revealed that the students’ result of post-test for experimental group was higher than the students’ result in post-test for control group. The difference of the students’ score was statistically significant; the probability value is smaller than significant level (0.000 < 0.05). The result was H1 is accepted and H0 is rejected. While, the open ended question result showed that students agree that learning English by using digital story is a good supporting media since they have used it for about four weeks in the process of teaching and learning.]]>
<![CDATA[The Profile of Effective EFL Teachers: A Descriptive Study at Senior High Schools in Gowa ]]>
<![CDATA[Dian Wahyu Restu]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Mansur Akil]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v5i1.5799
<![CDATA[This research aimed at to find out the profile of effective EFL teachers based on four competences as stated in Permendiknas number 12 2007 at senior high school level; pedagogical competence, personal competence, social competence, and professional competence. This research employed descriptive qualitative research method. This research was conducted in SMAN 2 Tinggimoncong, SMAN 1Bajeng, and SMAN 1 Sungguminasa which were the three of the best and the most favorite state schools in Gowa Regency. The research subjects were EFL teachers. Before selecting the research subjects, a questionnaire with open responses was given to the all the third grade students in each school in order to find out their perceptions and opinions about their English teachers. Then, an English teacher who was mostly chosen by student was selected from each school as a research subject. Additionally, the second questionnaire was distributed to third graders to 10 students from each school to showed that two of three teachers classified as effective teachers in four competences.]]>
<![CDATA[Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare ]]>
<![CDATA[Buyung Renaldy Adisaputra]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v5i2.7333
<![CDATA[This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.]]>
<![CDATA[An Analysis of Positive Politeness Strategies to Promote Effective Interaction in The Classroom ]]>
<![CDATA[Nurmawti Nurmawati]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Sukardi Weda]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 2 (2019): JUNE ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v2i2.6340
<![CDATA[ In the teaching learning process, a lively and friendly atmosphere in the classroom between teacher and students is the key to promote effective interaction. This study investigates an EFL classroom at the course in the terms of interaction between teacher and students to see how positive politeness strategies used by the teacher and the effect of positive politeness strategies in promoting effective interaction. One class of conversation class at the course was observed and recorded by the researcher. The recording were transcribed and analyzed by making use of related positive politeness strategies and effective interaction. Also, interview was done to get deeper data. The findings showed that positive politeness strategies existed in this class and it has created effective interaction between teacher and students and among the students. ]]>
<![CDATA[The Types of Questions Used by the Teacher in Reading Class at MTs As’adiyah Ereng-Ereng Bantaeng ]]>
<![CDATA[Lidya Arlini]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ Al-Musannif Vol 2 No 2 (2020) ]]>
Publisher : <![CDATA[Madrasah Tsanawiyah DDI Cilellang ]]>
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DOI: 10.56324/al-musannif.v2i2.44
<![CDATA[This research highlights the types of questions used by the teacher in Reading Class which focused on teacher’s question, types of the question and the length of students’ responses. The research was conducted at MTs As’adiyah Ereng-Ereng Bantaeng, the researcher chose one English teacher purposively. This research applied qualitative descriptive and discourse analysis as a research design to analyze language, writing, speech, and conversation (verbal and non-verbal). The data was collected through classroom observation and interview. One teacher was involved as a subject of this research. The data were analyzed based on three procedures of data analysis which were involved in data collection, data analysis and interpretation. The result of this research shows that (1) the teacher performed both types of question from Lidya’s Genre of question they are less sophisticated and sophisticated questions. In this research less sophisticated question emerged 328 times in three meetings observation. This level of question become most used level of question because basically the teacher asked question to recall the material that they have been learned before in order to involve the students’ participation and to recall their memory in their teacher and learning process especially memory that related to the words meaning. In contrast, sophisticated question only appeared 106 times. The sophisticated questions demand the students to use their imagination, developed unique ideas, think creatively and making some judgment related to the teaching material based on the specific criterion. (2) The reason why teacher ask questions dominated by checking the students’ understanding about the material. The types of questions asked were determined by pedagogical purposes the teacher wanted to achieve. (3) The question that achieves the longest response was less sophisticated questions (more-than-ten-words) based on the length of students ’responses and followed by sophisticated question (seven-to-ten-words) it means that when this type of question asked, the students’ response was shorter.]]>
<![CDATA[The Effects of Positive Reinforcement on Students’ Writing Achievement in an Indonesian EFL Classroom ]]>
<![CDATA[Saiful Gaffar]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Syarifuddin Dollah]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 2 No. 1 June 2022 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v2i1.78
<![CDATA[This research was aimed to find out the effects of positive reinforcement on students’ writing achievement and the students’ perception about the implementation of positive reinforcement. This research design used a quasi-experimental design. A quasi-experimental design is the design of experiment that use two classes that were investigated. The concept of quasi-experimental design there were two groups, experiment class and control class. The total of sample were 48 students consisted of 24 students for experiment class and 24 students for control class and this research applied cluster random sampling. The instruments used were tests and questionnaires. The results of the research showed: (1) there was a significant effect of positive reinforcement on students’ writing achievement. (2) the students have positive perception about the implementation of positive reinforcement in teaching writing.]]>
<![CDATA[The Correlational Study Between Personality, Learning Style and Vocabulary English Achievement of Students Grade Eight SMPN 25 Makassar ]]>
<![CDATA[Sitti Harfiana]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 2 No. 1 June 2022 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v2i1.80
<![CDATA[This research is aimed at finding out the correlation between students’ personality, learning style and vocabulary English achievement of the students grade eight SMPN 25 Makassar. This study applied correlation research design. The researchers used personality questionnaire from Taruna Psychology to investigate the student’s personality traits, learning style questionnaire by Barsch to investigate students’ learning style and vocabulary test to measure the vocabulary achievement of the students. The population of this research was all of students grade eight SMP 25 Makassar, and involving sample of one class that selected randomly consist of 30 students. After analyzing X1 Variable (Students’ Personality), X2 (Students’ Learning Style) and Y Variable (Students’ Vocabulary Achievement) the result of this research showed that most of the students was extrovert person, most of them also prefer auditory learning style, and most of students have very poor vocabulary achievement. The result of the questionnaire and test was analyzed by multiple regression analysis in SPSS 22.00. It was found that there was no correlation between personality and vocabulary achievement, also the correlation between students’ learning style and vocabulary achievement also showed that there was no correlation, and the correlation among personality, learning style and vocabulary achievement also found that there was no correlation.]]>
<![CDATA[The Implementation of Personal Photograph as Media in Writing Descriptive Text at SMP Negeri 3 Sungguminasa ]]>
<![CDATA[Nurul Aulia Dewi]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Kisman Salija]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 2 No. 1 June 2022 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v2i1.81
<![CDATA[This research aims to find out whether personal photograph improve significantly the students’ skill in writing descriptive text and to find out students’ perception on the implementation of personal photograph in writing descriptive text. In this research, the population is the eighth-grade students. The research design used in this research was quasi-experimental design. The sample was taken two classes, one class as the experimental class, VIII C and the other class as the control class, VIII D. In collecting the data, the researcher used the instrument in the form of writing test for pre-test and post-test. The results of this research found that value of the t-test was 3.633 and the value of the t-table was 1.734 with significant level (P) = 0.05 and (df) = 20, then the value of t-test was higher than the value of t-table (3.633 > 1.734). It means that H1 > HO, the hypothesis was accepted. Then, the result questionnaire, question number 1-10 showed that almost all of students agree that personal photograph helps them in writing descriptive text.]]>
<![CDATA[THE USE OF SONG LYRIC MEDIA IN LEARNING LISTENING SKILL FOR 11TH GRADE STUDENTS IN MAN 1 SINJAI UTARA ]]>
<![CDATA[Syarifah Ummul Khaeri]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[A. Muliati]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 1, No 3, Sept (2022): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[The objective of this research is to find out whether or not song lyric media increase students’ listening skill. This research is a pre-experimental design with one class experimental. The researchers choose class 7A as the sample which consists of 26 students, 11 male and 15 females. The researchers use purposive sampling technique because from the class has the most active students in daring class. The pre-test and post-test consist of 30 numbers contains 20 words to translate and 10 words to match meaning that represent noun, adjective and verb. The results of pretest show that the mean score of pre-tests is 44.19 with standard deviation 11.35 and standard error 2.23. There are also 2 students classified into fairly category,3 students classified into poor category, 21 students classified into very poor category. The classification shows that students still have lack of vocabularies, because they are still beginner in learning English. In contrast, the results of posttest show that the mean score of 26 students in post-test is 82.04 with standard deviation 6.71 and standard error 1.32. There are 5 students classified into very good category, 19 students classified into good category, and 2 students classified into fairly category. In addition, the t-test value is higher than t-table value (27.474>2.059). It means that the nursery rhyme videos increase students’ vocabulary mastery.]]>
