Article Per Year (5 Year)
p-Index From 2019 - 2024
5.049
P-Index
This Author published in this journals
All Journal Humaniora Linguistika Sosiohumaniora Indonesian Journal of Educational Studies Indonesian Journal of Applied Linguistics (IJAL) LiNGUA: Jurnal Ilmu Bahasa dan Sastra Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching TEFLIN Journal: A publication on the teaching and learning of English Kajian Linguistik dan Sastra EXPOSURE JOURNAL RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education TLEMC (Teaching and Learning English in Multicultural Contexts) Klasikal: Journal of Education, Language Teaching and Science Interference: Journal of Language, Literature, and Linguistics JoEELE ELITERATE : Journal of English Linguistics and Literature Studies Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: Journal of Language Education and Literature Journal of English Literature and Linguistic Studies (JELLS) PEDAMAS (Pengabdian Kepada Masyarakat)
Murni Mahmud
State University Of Indonesia
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 55 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 55 Documents
Search

 1   2   3   4   5 
LANGUAGE AND GENDER IN ENGLISH LANGUAGE TEACHING Murni Mahmud
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 2 (2010)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.974 KB)

Abstract

Abstract: This paper highlights the impact of gender differences in English Language Teaching. It explores students’ learning styles as affected by the notions about men and women differences in communication. The data collected in 2008 from 20 males and 20 females’ English students of the State University of Makassar. It is to reveal their attitudes towards speaking to different sex, strategy to express opinion, group work preferences, activeness/passiveness, and their perception to increase English skills dealing with sex difference. It is revealed that female than male students were reluctant to speak to different sex; females preferred the direct way to express opinions (writing), work with the same sex, and tended to be passive in class. In addition, females saw the high possibility to increase their English skills by working with the same sex but the reverse is true for males. These different styles of female and male students in learning English were affected by the notions of women’s language.
STUDENTS EXPECTATIONS TOWARD THEIR TEACHERS: A STUDY ON TEACHERS’ COMPETENCE, GENDER ISSUES AND POLITENESS BETWEEN TEACHERS AND STUDENTS IN INDONESIAN CONTEXT Mahmud, Murni
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

This paper depicts the students’ perception on the ways their teachers teach them. There were 80 respondents involved in this research consisting 40 students from undergraduate and 40 students from graduate program. The respondents are the English students of the Graduate and undergraduate Program of the State University of Makassar. An open ended questionnaire was distributed to them to reveal their perception towards their teachers’ teaching styles. The findings of this research revealed expectations from students towards their teachers in terms of the use of materials and methods in the class, the classroom interaction and management by the teachers, and the teachers’ personal identities. Some other aspects such as gender relation and politeness were taken into consideration on the students’ preferences.
THE ANALYSIS OF ENGLISH LECTURERS’ TEACHING MODELS AT ENGLISH EDUCATION DEPARTMENT OF MUHAMMADIYAH UNIVERSITY OF NORTH MALUKU TERNATE Mahmud, Adi F; Rahman, Andi Qashas; Mahmud, Murni
ELT WORLDWIDE Vol 2, No 1 (2015)
Publisher : Program Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (27.4 KB)

Abstract

ABSTRACTTo achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied.  Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting.
POLITENESS PRACTICES IN BUGIS SOCIETY Mahmud, Murni
Kajian Linguistik dan Sastra Vol 23, No 1 (2011)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (47.743 KB) | DOI: 10.23917/kls.v23i1.4318

Abstract

This paper discusses politeness practices as one of the important cultural normsin Bugis society. The main focus is to see the factors influencing Bugis practices ofpoliteness such as social status, age, gender, and familiarity. This paper is a part ofmy study on politeness in Bugis society, conducted in 2005 in two different Bugiscommunities in South Sulawesi: the first was in Awangpone, a rural area a fewkilometres north of the regional peninsula of South Sulawesi; the second was inParepare, the second city of the province located on the west coast, about 155 kmnorth of Makassar. The result of the research shows the significant influence ofthose above factors in the practices of Bugis politeness. There is a high tendency toact and speak with a high degree of politeness to signify their high status. However,other factors such as age, gender, and familiarity counteract each other to performhigh level of politeness of Bugis people.Key words: Politeness, Social Status, Age, Gender, Familiarity, Bugis Society
GRAMMATICAL EXPRESSION OF BUGIS POLITENESS Mahmud, Murni
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 5, No 1 (2010): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (525.727 KB) | DOI: 10.18860/ling.v5i1.618

Abstract

This paper discusses the use of grammar as a strategy to express politeness in Bugis society. This is based on the research I conducted in 2005 in two different Bugis communities: the first was in Awangpone, a rural area and the second was in Parepare. There are three main aspects of Bugis grammar used by Bugis people to encode their politeness. The first one is the pronoun system, in which Bugis speakers use idi’, ta-, or -ki, (the 1st plural inclusive pronoun) to address people politely rather than using iko, mu-, and –nu (the 2nd person pronoun). The second one is the use of participant avoiders such as passive voice di- or terms such as tauwé ‘people’ or anu ‘something or someone’ to avoid mentioning the subject or object directly. Another device is the phonological alternations between final –o and final –i/–é, in which final –o is less polite than final –i/–é such as the pairs iyé’/iyo ‘yes’ or –mi/-mo ‘just’.
The use of politeness strategies in the classroom context by English university students Mahmud, Murni
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15258

Abstract

Politeness still becomes a major concern in English language teaching. It is considered as one way to maintain effective classroom interaction. Therefore, as one of the important actors in the class, teachers, and students need to practice politeness as a way to create effective classroom interaction. This study aims to explore the politeness strategies of English students at one of the universities in Makassar. The researcher applied a descriptive qualitative research method to explore the politeness phenomena in EFL classroom interaction. The participants of this research were two classes of English literature program consisting of 50 students. The primary sources of data were the individual student presentations which had been recorded. There were fifty transcriptions of the recording which lasted for five to seven minutes for each presentation. The transcriptions were analyzed and discussed based on the theory of politeness of Brown and Levinson (1987). The findings from this study revealed that English students used different kinds of expressions to encode their politeness in the class. Those expressions were in the forms of greetings, thanking, addressing terms, apologizing, and fillers. There were also some terms derived from students’ vernacular language which were used as a softening mechanism for their presentation. These expressions were categorized as positive and negative politeness. The findings of this study might be used as an input for teachers and students in an effort to create effective classroom interaction.
TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy Ammade, Salasiah; Mahmud, Murni; Jabu, Baso; Tahmir, Suradi
International Journal of Language Education Vol. 4, No. 1, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (873.01 KB) | DOI: 10.26858/ijole.v4i2.12441

Abstract

Acknowledging prior knowledge on technology, pedagogy, and content of lecturers in this early stage of developmental research is assuming important as basic data for further steps in designing TPACK model-based instruction in teaching writing. Therefore, having investigation on TPACK literacy of the lecturers will complete the data needed in this study. This paper presents an analysis of Technological Pedagogical and Content Knowledge (TPACK) literacy among lecturers at Universitas Muhammadiyah Parepare, Indonesia. In finding the data, the TPACK survey of Schmidt, Baran, Thomson (2009) was applied by having little modification on it. The main points on the survey were about Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and TPACK. In gaining the data, the questionnaire as the research instrument was distributed to lecturers in the English Education Department, and their responses were analyzed quantitatively. This research was conducted at Universitas Muhammadiyah Parepare, South Sulawesi province, Indonesia. The questionnaire results showed that the lecturers’ levels of literacy on technology, pedagogy, content knowledge, and TPACK are on moderate stage.  They can be categorized as good level on overall TPACK literacy, but need to improve in order to achieve better results by having more practice or learning workshops.
EXPLORING STUDENTS’ LEARNING STRATEGIES AND GENDER DIFFERENCES IN ENGLISH LANGUAGE TEACHING Mahmud, Murni; Nur, Sahril
International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (689.78 KB) | DOI: 10.26858/ijole.v2i1.4346

Abstract

The main objective of this paper is to explore the learning strategies of male and female students and to discuss those strategies in relation to gender differences. This research was conducted in one senior high school in Makassar, Indonesia. The number of respondents was 71 students taken randomly by using Slovin formula among 250 students. The study used quantitative and qualitative data. The quantitative data were collected by using a questionnaire of SILL whereas the qualitative data were taken by using interview. The learning strategies were discussed based on Oxford?s learning strategies (1990) whereas the notion of gender differences in relation to learning strategies was discussed in the framework of gender differences in communication proposed by Lakoff (1975, 1976) and (Tannen, 1990, 1994). Findings from the questionnaire show that female students use cognitive, compensation, and affective strategy more often compared to male students while male students use memory, metacognitive, and social strategy more often compared to female students. Findings from the interview show that female and male students chose different learning strategies. In addition, those learning strategies were influenced by the notion of gender differences in communication. These findings significantly give beneficial inputs to the process of English language teaching in order to create effective teaching and classroom interaction. It also provides significant contribution to the study on language and gender in communication in a setting of education and language teaching.
TEACHING STUDENTS TO DEVELOP PARAGRAPHS BY POETRY WRITING Mahmud, Murni
International Journal of Language Education Vol. 1, No. 1, 2017
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (522.536 KB) | DOI: 10.26858/ijole.v1i1.2870

Abstract

The use of literary work such as poetry, prose, or drama in English language teaching is recognized as powerful media to teach English language skills. This is commonly known as creative writing, which has recently become important subject in English language teaching. This study had examined the use of English poetry writing in English language teaching, particularly in teaching English writing skills. There are two main points of discussion in this paper, namely the analysis of the students? ability to write poetry in English and the effectiveness of that poetry writing in teaching English writing skills. The study was conducted at the third semester students majoring in English Education at the State University of Makassar, Indonesia. To find data about students? ability in poetry writing, a test was given and the results were analyzed descriptively. To find data about the effectiveness of poetry writing in teaching English writing skills, a quasi-experimental design with a t-test was employed. Findings reveal the students? good ability in writing poetry in English. Aspects of poetry such as imagery, rhyme, rhythm, and sound devices can be seen in the poetry written by students. Poetry writing also has an effective function in teaching English, particularly in developing students? writing skills. Poetry made by the students can invite more ideas to write. Students taught to write poetry in English and asked to develop writing based on that written poetry demonstrate better achievement than those who were not taught by poetry writing. 
Investigating Teacher’s Sense of Humor in Indonesia Tunnisa, Dzakia; Mahmud, Murni; Salija, Kisman
International Journal of Language Education Vol. 3, No. 2, 2019
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (367.87 KB) | DOI: 10.26858/ijole.v3i2.10201

Abstract

This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.
Co-Authors Abd Halim Abd. Halim Abduh, Amirullah Abdul Halim Adi F Mahmud, Adi F Ahmad Thalib Aisyah Aulia Tahir Akhmad Affandi Ammade, Salasiah Andi Qashas Rahman Andi Qashas Rahman, Andi Qashas Anindya Anisa Ayuningsih Anindya Anisa Ayuningsih Arifuddin Hamra, Arifuddin Asfah Rahman Auliyanti Sahril Nurfadhilah Baso Jabu, Baso Eka Fatmawati Fatima Mutmainna Fatimah Hidayahni Fatimah Hidayahni Amin Fatimah Hidayahni Amin Fitrah Hidayati Hanafi Pelu Hanafie Pelu Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Jamiah Jamiah Kisman Salija, Kisman Maemuna Muhayyang Maemuna Muhayyang Mardiyanah Nasta Muftihaturrahmah Burhamzah Muh. Ma'rifatullah Muhammad Basri Muhammad Hasbi Muliati Muliati Musdalifah Yakkop Nur Azizah Fitriant Nur Fitriani B Nur, Muh. Safar Nurul Hikma Oviya Talitha Salsabila Pelu, Hanafie Rahmah Julianti Ratu Yulianti Natsir, Ratu Yulianti Risna Nuryanti Rizal Alamza Amal Rosmaladewi, Rosmaladewi Ryan Rayhana Sofyan Sahril Nur Selvianillah Azis Sitti Syakira Sri Hastuti Sudarsi, Elim Trika Sujariati Sujariati Sukardi Weda Suradi Tahmir, Suradi Tenriawaru Taslim Tunnisa, Dzakia Yuliawati Yuliawati Yunitari Mustikawati