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All Journal ELT Worldwide: Journal of English Language Teaching RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya
Maemuna Muhayyang
State University of Makassar
Humanities Education Languange, Linguistic, Communication & Media

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Do Male and Female Students Learn Differently? Jamiah Jamiah; Murni Mahmud; Maemuna Muhayyang
ELT Worldwide: Journal of English Language Teaching Vol 2, No 2 (2015)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (600.94 KB) | DOI: 10.26858/eltww.v2i2.1691

Abstract

This paper points out the gender differences in English learning.It investigated students’ language learning strategies as affected by gender differences. The data collected in 2015 from 15 male students and 15 female students’ of second grade at SMA Negeri 11 Makassar. It is to reveal their differences in English learning and the effect of gender differences in choosing language learning strategies. It is indicated that the entire student used six language learning strategies namely memory strategy, cognitive strategy, compensation strategy, metacognitive strateg, affective strategy and social strategy but they had different ways in using them. Mostly, females used social strategy because they were more emphatic, social thinking  and  like  cooperating with  their peers while  the  males  refered  to  the compensation startegy because their characteristics were more confident, fun, logical, active in expressing their opinion. So, it was concluded that gender differences affect in choosing language learning strategies of male and female students at SMA Negeri 11 Makassar.Keywords: language learning strategy, gender differences, classroom interaction
TEACHERS’ PARALANGUAGE IN CLASSROOM INTERACTION Anindya Anisa Ayuningsih; Murni Mahmud; Kisman Salija; Maemuna Muhayyang
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 15, No 1 (2022)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/retorika.v15i1.14127

Abstract

Paralanguage, as a part of non-verbal communication, is believed to have fruitful contribution to the successful teaching and learning process. Therefore, it is crucial to explore the features of teachers’ paralanguage in EFL classroom interactions and the function of those paralanguage features in classroom interaction. Under the design of qualitative research, this study employed classroom observation and recording. The subject is one English class with one teacher and 31 students in one Senior High School in Makassar, Indonesia. To analyze data, steps of analysis which included data collection, data reduction, data display and conclusion (drawing or verifying) adopted from Miles, Huberman, and Saldana (2014) were employed. The result of data analysis showed that the teacher applied some features of paralanguage in classroom interaction in the forms of (1) voice qualities that consist of pitch (the highness and lowness of tone), rhythm (smooth rhythm), and rate (slow rate or tempo); and (2) vocalizations that include vocal characterizers (laughing) and vocal segregate (sound “ee”). This study also found that the use of teacher’s paralanguage in teaching was (1) to accent, (2) to complement, (3) to contradict, (4) to regulate, and (5) to repeat. Findings from this study can become a reference for teachers in creating effective classroom interaction. The use of paralanguage by the teacher in the class as one aspect of non-verbal communication is needed as one way to create effective classroom interaction. 
Co-Authors Anindya Anisa Ayuningsih Jamiah Jamiah Kisman Salija, Kisman Murni Mahmud