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Articles 59 Documents
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Investigating Oral Capability and Total Immersion Program at EFL Classroom Muhammad Hanafi; Andi Sadapotto
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.29

Abstract

The aims of this article is to describe that total immersion program in teaching English can improve students oral capability. This article is made from research result which used pre-test and post-test design. The population of the article is the ninth grade of SMP Negeri 3 Panca Rijang there are two classes. The writer applied random technique that took one of the two classes and sample of this article was IX.2 class with 20 students. The instrument of this article was speaking test which would be administered in pre-test and post-test. The pre-test would be used to find the prior knowledge of oral capability, while post-test would be used to find oral capability achievement after treatment is given. The result of this article showed that total immersion program was effective to improve oral capability at the ninth grade of SMP Negeri 3 Panca Rijang especially IX.2 class. It could be proved from their mean score in post-test (56.95) was higher than their mean score in pre-test (48.50), and the t-test value (10.934) was greater than t-table (a = 0.05; df= 9; t table = 2.262, this means that H1 was accepted.
Impact of Teachers’ Empathy towards Adult Learners’ Struggles in Acquiring EFL Nadia Zamal Chowdhury; Faheem Hasan Shahed
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.30

Abstract

This paper focuses on the role of empathy, one of the vital traits teachers are expected to possess, in the language acquisition process of Bangladeshi adult learners of English as a foreign language (EFL). It tries to assess if the presence of empathy in teachers’ approach has any significant impact on the pace of EFL acquisition of learners. This also investigates if the effect of empathy and associated emotions—such as sympathy and patience towards the struggle of learners—add positive and substantial speed to the learners’ progress. The study also tries to find out if the absence of a significant amount of empathy or complete absence of empathy slows down the acquisition process. A qualitative research conducted by applying multiple methodologies established the idea that the presence of empathy in teachers positively affects the performance of learners. The results also show that empathy in teachers may not always be very apparent while observing classes, but can be measured by considering the presence of other aspects that are crucial for effective teaching.
Students’ Sentence Errors on WhatsApp Daily Status: A Literature Review Ulan Rindayan Saputra; Maulina Maulina; Rahmat Nasrullah; Geminastiti Sakkir
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.31

Abstract

The rapid development of social media affects all sectors of human life globally. In the education field, students can take advantage to improve their English skills through social media. Social media like WhatsApp enables students to gain valuable inputs because of its friendly use features. WhatsApp is allowing its users to send pictures, video, and text through the internet connection. To practice comprehensive English writing skills, WhatsApp facilitates students to improve their English skills through writing and updating daily status. This research discusses the data about students’ sentence errors when they create an English story on WhatsApp. The data obtained from e-Perpusnas, research gate, science direct, and Google scholar. Interlingual and intralingual factors are error sources of students’ WhatsApp daily status. Therefore, students can reduce or avoid errors in sentence development share a piece of information in English correctly and adequately.
The Students’ Voices on Lecturers’ Instructional Communication Strategies in EFL Class Nurdevi Bte Abdul; Nunung Anugrawati; Ummi Khaerati Syam
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.33

Abstract

This paper is concerned with communication that occurs in the classroom. It aimed at investigating students’ responses on lecturers’ instructional strategies in EFL class. Instructional communication is a field of study that certainly is essential to teachers of speech communication. It focuses on communication variables that can affect any instructional situation, classroom context, or school environment, it is of value to teachers of any subject matter in any discipline as well as to those such as parents who are not teachers by profession but who do engage in instruction periodically. This research used qualitative research method with a case study design. This research was conducted in natural setting. This study was conducted at the campus of state and private universities in South Sulawesi, namely State University of Makassar and Muhammadiyah University of Makassar. There were six lecturers involved in this research from two different universities, and 20 students. Two kinds of instruments were used in collecting data namely observation and interview. In interpretation, it followed Discourse Analysis approach to present the data in extract form. The results the lecturers applied nine strategies to keep the students active the class. Those instructional strategies are using code – switchig, grouping, the use of Information and Communication Technology, feedback, walking arround, humor insertion, question-answer, and scoring system. It can stated that most of students gave positive responses on lecturers’ instructional communication strategies in EFL classroom. They revealed that the strategies applied helped them to actively participate in the classroom.
Student Teachers’ Perception on the Use of Learning Community in EFL Classroom La Sunra; Syarifah Farahdiba; Lely Novia
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.34

Abstract

This quantitative and qualitative study focuses on university students’ perceptions on the use of learning community through cooperative learning approach in EFL classroom. The purpose of the study is to explore the student teachers’ opinion about the use of learning community in the EFL Micro Teaching classroom. The participants of this study were the seventh semester students of the Special English Education Program taking Micro Teaching course. The number of participants was 28 students. The data were collected using questionnaire and interview. The result of this research showed that the seventh semester students of the Special English Education program of Universitas Negeri Makassar had positive responses toward the implementation of learning community through Cooperative Learning. Besides that, it was found that students were happy to attend Micro Teaching classroom which mainly consisted of group activities in learning community. Likewise, learning community helps facilitate student learning and improve their vocabulary.
Teacher’s Understanding and Practice on Implementing Higher Oder Thinking Skills (HOTS) in EFL Classroom Nurul Insani Rasyid; Haryanto Atmowardoyo; Qashas Rahman
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.35

Abstract

This study focuses on Teacher’s understanding and practice on Implementation Higher Order Thinking Skills (HOTS) in speaking classroom. The study aims to find out the result of (1) the teacher’s understanding and practice about the concept of Higher Order Thinking Skills on implementing HOTS in EFL classroom, (2) students’ response about Implementing Higher Order Thinking Skills (HOTS) in EFL classroom. The method of the research uses qualitative descriptive. The study is conducted at SMP Telkom Makassar. The subjects of this study are 32 respondents. In collecting data, the research uses Questionnaire and Observation. In technique data analysis uses three steps namely Data collection, Data reduction and data display. The result of the study shows that (1) the teacher understands and practice about the implementation of Higher Order Thinking skills is minimum. The result showed that the teacher has minimal understanding and practice about the concept of higher order thinking skills (HOTS) on implementing HOTS in EFL classroom. Teacher still confused about what is mean by the definition of HOTS. The teacher was mentioned the HOTS as learning method, not an ability that the students have to master it. (2) Based on the research that, students’ response about implementing HOTS in teaching classroom were still low. Some students tended to be more silent then showing their response or their opinion.
The Effectiveness of Blended Learning Model for Teaching Vocabulary at Secondary School Gusnita Gusnita; Kisman Salija; Haryanto Atmowardoyo
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.36

Abstract

The present study applies Blended learning model to secondary school level and conduct experimental study of 36 students of eleventh grade. Eighteen students in experimental group received blended learning model by application of supporting tools of visuwords, while in control group students were taught with face-to-face learning model. The purpose of this study was (1) to analyze the effectiveness of blended learning model in improving students’ vocabulary achievement, and (2) to elaborate how students perceive blended learning. The research revealed that both experimental class and Control class were improved in vocabulary achievement based on the given context. The effectiveness of Blended learning model was medium. However, the experimental class vocabulary improvement was greater than Control class. Moreover; the students dominantly had positive perception on the blended learning model. That perception is proven on their feelings which are happy on blended learning model and their thinking that their score influence their score. Therefore, was concluded that the use of a Blended learning model affect the learners’ achievement. Moreover, Students' perceptions were positive and confirm the perception was in line with the students’ grade in vocabulary achievement.
The Power of Instructional Materials in Teaching Students’ Speaking Skill Nur Aeni; Rina Asrini Bakri; Saiful Saiful; Hamid Ismail; Nur Aeni; St. Asriati AM
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.38

Abstract

Teaching English is very difficult and it is not an easy job. It is different from another subject as it is not our language. In teaching English, the English teacher should have some strategies and they are supposed to build up the students’ motivation, help and mediate the students with some strategies, techniques, and also method of learning therefore they can reach the language development. In SMAN 1 Bontonompo Selatan Gowa the English teacher contributed such many ways in help their students, the researcher is interested in observing and requiring such the information related to the teaching speaking and formulated this research that analyzed (1) the teachers’ strategy in developing students’ speaking English with instructional material (2) the implementation of instructional material. The research design described through descriptive as the result taken from observation, interview, and documentation. The result of this research finds that the teachers develop their strategy with instructional material and the students have good response towards the strategy.
An Analysis on Gender Representation in Cambridge Checkpoint English Coursebook Dwina Mei Ekowati; Nurdin Noni; Haryanto Atmowardoyo
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.40

Abstract

The main focus of this study is to explore the representation of gender in Cambridge Checkpoint English Coursebook. The negative connotation of women stereotype in English Foreign Language (EFL) textbook potentially affects students’ negative perceptions and misconceptions about gender identity. The findings of previous studies on gender issues in language textbooks mostly indicate that they presented gender biases and stereotypes, but some studies reported positive images of women. To continue a critical discourse analysis (CDA) of EFL textbooks from a feminist perspective, the present study looks at visual and textual discourses representing images of women in EFL textbooks in Cambridge Checkpoint used by one private school in Makassar named Bina Citra Indonesia School. The findings reveal that the textbook represent gender stereotype in many Gender Analysis Pathway (GAP) area such as; gender GAP in culture area especially a stereotype of emotionally expressive woman and the stereotype of woman must be married at certain age, gender GAP in politic area, economic, health area and gender GAP in education area. Some gender discourses expressed by female characters and social actors. The result of research found that the textbooks support the continuation of gender biases and stereotypes. This textual study suggests that as English plays an increasingly important role in a transcultural and post-feminist world, the writers of English textbooks must pay attention to the issue of gender in language education.
The Benefaction of EFL Teacher Communication Skills on Students’ Oral Communication Performance in Online Class Nur Aeni; Nur Aeni; Muthmainnah Muthmainnah; Selvi Panggua
Celebes Journal of Language Studies Vol. 1 No. 1 June 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i1.41

Abstract

Nowadays, 4.0 Education 4.0 is a new paradigm in educational context in which it focuses on the innovation and maximizes the use of information, internet, and technology. Teacher has some essential roles in the classroom. One of those roles is teacher as a facilitator and communicator. Teachers facilitate the students in the classroom. They help them in conducting the teaching and learning process. Teachers talk to the students during the activities in the classroom. It is important to know whether the teacher applies the communication skills properly in the classroom or not; and the students’ perception about the teachers’ communication skills contribution on their speaking performance. This study applied qualitative method. The data were collected by observation, questionnaire, and interview. The researcher collected, analyzed and interpreted a variety of data to reveal the kinds of communication skills that were used by the lecturer in the class, and then found the students’ perception about the lecturer communication skills toward their oral communication performance. The data resources were the lecturers’ verbal and non-verbal communication applied in the classroom. The sources of the data based on the observation taken from one English lecturer in public university and one of English lecturer in private university. In addition, the interview taken from students of those lecturers. The non-verbal communication skills that were applied by the teachers. Each communication skill applied by the teacher had effect on students’ oral communication performance, whether it was directly or indirectly effective on students’ oral communication performance. Not all verbal communication could be effective directly on the students’ oral communication performance or not all non-verbal communication skills could be effective on the students’ oral communication performance.

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