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All Journal Journal of English Language Teaching and Literature (JELITA) Scolae: Journal of Pedagogy
Fatimah Fatimah
STKIP Dampal Selatan
Religion Arts Education Languange, Linguistic, Communication & Media Mathematics Other

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Figurative Languages Employed by EFL Lecturers in Teaching Fatimah Fatimah; Siti Hardiyanti Amri; Rusan Rusan
JELITA Vol 1 No 1 (2020): Journal of English Language Teaching and Literature (JELITA)
Publisher : STKIP Muhammadiyah Barru

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (73.787 KB)

Abstract

The objectives of this study are to find out (1) kinds of figurative languages used by EFL lecturers (2) reasons for using figurative languages in teaching, and (3) students’ responses on the use of figurative languages by EFL lecturers in teaching. The current research employed the descriptive qualitative method. The subjects of this research are two EFL lecturers and students at English Education Study Program of STKIP Dampal Selatan. The results of the research indicated that (1) kinds of figurative languages employed by EFL lecturers in teaching are: rhetoric, simile, metonymy, personification, repetition, paradox, metaphor, and litotes, (2) the reasons for using figurative languages are: to help students’ understanding the lessons, in motivating students in learning process, for introducing language and culture, as a feedback to increase students’ understanding on the lessons, and to train students’ critical thinking. In addition, (3) the students’ responses on the use of figurative language is the students easily in association the material with the real world absorbed because those make closer with their environment; those also could enrich their knowledge on languages; and figurative languages used by lecturers help them to understand the lesson.
MELEJITKAN PRESTASI BELAJAR BAHASA INGGRIS MELALUI PEMBELAJARAN KOOPERATIF MODEL NUMBERED HEAD TOGETHER PADA SISWA SMP NEGERI 1 DAMPAL SELATAN Fatimah Fatimah
Scolae: Journal of Pedagogy Vol 2 No 1 (2019): June
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Dampal Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56488/scolae.v2i1.33

Abstract

The various negative impacts of using these group work methods should be avoided if only the teacher is willing to spend more time and attention in preparing and constructing group work methods. What is introduced in cooperative learning methods is not just group work, but the structuring. Thus, cooperative learning teaching systems can be defined as structured group work / learning. Included in this structure are five main elements (Johnson & Johnson, 1993), namely positive interdependence, individual responsibility, personal interaction, collaboration skills, and group processes. The objectives of this study are: (a) To reveal the effect of Numbered Head Together cooperative learning on English learning outcomes. (b) to find out how far the understanding and mastery of English subjects after the application of cooperative learning Numbered Head Together model. This research uses action research as much as three rounds. Each round consists of four stages: design, activity and observation, reflection, and refinement. The targets of this study were students of South Dampal 1 Middle School. The data obtained in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analyst found that student achievement has increased from cycle I to cycle III namely, cycle I (60.71%), cycle II (75.00%), cycle III (89.29%). The conclusion of this research is the cooperative method of the Numbered Head Together model can positively influence student motivation.
Co-Authors Rusan Rusan Siti Hardiyanti Amri