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Articles 59 Documents
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Bilingualism in Bangladeshi education: : The underlying problems and confusions Faheem Hasan Shahed; Mohammad Mosiur Rahman
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.83

Abstract

While English overwhelms a section of the Bangladeshi society by virtue of its ‘power and prestige’ factors, it has consolidated its position in the academic domains preserving its ‘fear and resentment’ aspects. Academic authorities demand producing considerable ‘English-knowing’ graduates every year, but a generic apprehension persists that these graduates can hardly meet the challenges of the white-collar local job markets. This apprehension proves that the stature of English is trapped inside an obscure policymaking. If we underscore the concern, also articulated by Pennycook (2002) for constant reciprocity between globalization and localization to avoid the hegemonic influence of English, we might be interested in critically reassessing the issue of bilingualism in our context based on this simple query: should bilingualism be imposed on all Bangladeshis? At the same time, given the falling standard of Bangla proficiency, the imperialism of English—as defined by Phillipson (1992)—also demands attention. Incorporating critical lenses of language planning and bilingualism and bilingual education, based on the content analysis of secondary sources such as published literature and expert opinions, we attempted to highlight the association of power and prestige with English leading to its imposition on Bangladeshi education system.
Analyzing the Efficiency of E-Assessment of EAP Courses amid COVID-19 in Bangladesh Nazia Masood; Faheem Hasan Shahed
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.84

Abstract

In industrialized countries, conducting online classes has been a common phenomenon. However, it became quite challenging to arrange virtual classes for a developing country like Bangladesh during the COVID-19pandemic. Teachers at all levels had to cope with the situation to make a drastic shift from offline to online classes in a short period of time. Although teachers could successfully take virtual classes, concerns about the efficacy of e-assessment remained since assessments must depict the actual scenario of students' learning. This mixed-method study tried to figure out the efficiency of e-assessment of EAP (English for Academic Purposes) courses. To facilitate, 30 students and 4 teachers of privately-run universities in Dhaka virtually took part in this research. The findings reveal that the students could find validity and reliability in the e-assessment, but technical glitches made the e-assessments impractical. On the contrary, teacher participants could only ensure the presence of validity. At the same time, they could apply the concept of zone of proximal development by Vygotsky and comprehensible input hypothesis by Krashen.
Politeness Strategies used by the First Semester EFL Students in Online Classroom Interaction at UNISMUH Makassar La Sunra; Sri Arna Nengsi; Abd. Halim
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.85

Abstract

This research highlights the politeness strategies used by the first semester EFL students in online classroom interaction at UNISMUH Makassar. The objectives of this research were: (1) find out the types of politeness strategies used by the first semester EFL students in online classroom interaction (2) examine the reasons why the first semester EFL students use politeness strategies in online classroom interaction (3) explore the lecturers’ perception about the politeness strategies used by the first semester EFL students in online classroom interaction. This research used descriptive-qualitative method. The subject of the research consisted of three classes in the first semester English Education Department at UNISMUH Makassar. The data were collected by using observation checklist, audio recorder and interview guides. The result of this research revealed that (1) there were four politeness strategies used by the first semester EFL students in online classroom interaction at UNISMUH Makassar, they were bald on record strategy, positive politeness strategy, and negative politeness strategy and off record politeness strategy. From a total of 220 utterances, the most frequently used strategy was bald on record politeness strategy (109 times), positive politeness strategy (43 times), negative politeness strategy (65 times) and off record (3 times), (2) the reasons why students used politeness strategy were to make comfortable communication, create harmony, mutual respect, make the class calm and peaceful, and build intimacy and solidarity to avoid disputes and misunderstandings, (3) In lecturers' perceptions, in order to be polite in online classroom interaction, the first semester EFL students used greeting, saying farewell, apologizing, permission, give deference and good cooperation in class. The lecturers highly appreciate and have a good perspective on the politeness strategies used by the EFL students in online classroom interactions.
Reflections of Teachers and Students on the Effectiveness of Virtual Learning Systems Nur Aeni; Nur Aeni
Celebes Journal of Language Studies Vol. 2 No. 1 June 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i1.86

Abstract

The purpose of this study is to find out how teachers and students in one of high school in Indonesia feel about the usefulness of virtual learning system. The researcher applies a descriptive mixed methods (quantitative-qualitative) explanatory research design. To achieve the research objectives, the data collected were in the form of Likert questionnaire and interviews. The teachers and students in this study were from the third year of high school in South Sulawesi, Indonesia. The questionnaire sample consisted of two teachers and sixty students, while the interview sample consisted of two teachers and eight students and was gathered using a simple random sampling procedure. Teachers' and students' perceptions of the effectiveness of online learning strategies on students' English learning accomplishment were poor, with an average score of 57 percent for teachers' perspective and 75,5 percent for students' opinion. The survey results as supporting data revealed that teacher and student perceptions on the usefulness of online learning practices on students' English learning achievement at one of high school in South Sulawesi, Indonesia were unfavorable.
The Impacts of Teacher’s Speech Styles in Teaching English to EFL Young Learners Ira Syahya Ningsi; Baso Jabu; Kisman Salija
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.99

Abstract

Teachers’ speech styles in teaching English to EFL young learners. In this study, there are two point are explored: (1) Teachers’ speech style in the classroom interaction and (2) The impacts of teachers’ speech style to EFL Young learners. This research applies descriptive qualitative method. This research was conducted at first grade of MTs Darul Huffadh Tuju-Tuju Kajuara Bone of 2021/2022 academic year. The participants of this study were a teacher and twenty-nine EFL young learners’ classroom. The data of this study were obtained from observation and interview. The result of this study indicate there are four teachers’ speech style that was applied in the classroom interaction are; formal style, casual style, consultative style, and intimate style. Where all these styles there are some impacts to EFL young learners are: first, students’ motivation the teacher used formal, casual, and consultative style. Students’ politeness the teacher used formal and consultative. Students’ trust the teacher used consultative and intimate style. The last, students’ respect the teacher applied intimate style. The findings of this study can be a reflection for English teachers and students in carrying out the learning process by using this speech style when teaching English, and can find more interesting learning methods.
Male and Female Lecturer’s Metaphorical Talks in University EFL Classrooms Sutrismi Sutrismi; Haryanto Atmowardoyo; Sahril Nur
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.100

Abstract

People’s social background and empirical knowledge firmly determine their metaphors (Lakoff & Johnsen, 2003: Kovecses, 2010). Since in general men and women have different social experiences and views of life, it is highly assumed that metaphors are strongly influenced by gender. This article explores how gender influences lecturers’ metaphorical talks in Indonesian university EFL classrooms and how the figurative talks contribute towards the classroom learning process. It goes over findings of a case study undertaken at a university in Makassar, Indonesia. The findings reveal that the female lecturer’s metaphorical talks are more complex than the male lecturer’s, implying that the female has more critical thinking. In general, the metaphorical talks given by both sides contribute towards the knowledge acquisition process in the classrooms in that they lead the students to understand the lecturers’ certain ideas.
An Implementation on Professional Competence of Junior High School English Teachers Dewi Kartika Sari; Maemuna Muhayyang; Amirullah Abduh
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.101

Abstract

This research aimed to find out the way junior high school English teachers implemented their professional competencies in online teaching and learning. This research applied mix method by combining quantitative and qualitative method. The data were collected from three junior high school English teachers in Makassar using questionnaire and interview. The result of this research showed that the three teachers implemented almost all the elaboration of the implementation of professional competency in which teacher A and C were in excellent category while teacher B in good category. In conclusion, junior high school English teachers in Makassar continued to apply the principles of professional competencies even though the teaching and learning process was carried out online.
Book Review: Language Curriculum Design Isna Humaera
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.102

Abstract

The purpose of book reviews as evaluations or critiques is to inform readers and rate the worth of a work. The Language Curriculum Design book by Nation and Macalister (2009) covers the processes involved in the curriculum design process, elaborates on them, provides justifications, and offers opportunities to practice and apply them. This review is an expansion of fourteen chapters. Chapter 1 offers an overview of Chapters 2 through 8, which outline the primary steps of the curriculum design process. The ninth chapter outlines a variety of methods for covering these steps. Involving students in curriculum design, selecting and updating course materials, innovation theory, retraining teachers, and assisting both teachers and students in utilizing a course are discussed in Chapters 10 through 14. Beginning with chapter 1, which provides an overview of language curriculum design, chapters 2 through 8 cover environmental analysis, need analysis, principles, objectives, content and sequencing, format and presentation, monitoring and assessment, and evaluation. In the meantime, chapter 9 provides an overview of curriculum design, while chapters 10 through 13 detail negotiated Syllabi, adopting and altering an existing course book, and implementing change. Planning an In-service course, with the final chapter covering Teaching and Curriculum design.
Book Review: Language Curriculum Design (Monitoring, Assesment and Evaluation) Ahmed Sardi; Haryanto Atmowardoyo
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.103

Abstract

The goal of a book review is to inform and assess the quality and content of a book. It offers reviews and critiques of the I. S. P. Nation and John Macalister work on language curriculum design. Chapters seven (7) of Monitoring and Assessment and chapter eight (8) of Evaluation were divided by the reviewer into two primary portions. To get things started, the monitoring and assessment chapter is informatively introduced in language and expanded upon in straightforward words similar to those found in every single subtopic. Second, chapter eight discusses evaluation, which provides professors and students with important and helpful information to enhance the course or to help them decide whether to keep the course or toss it. The critique of this part will include an assessment of the writer's visual style and content.
Impact of Using Whatsapp Application in the English Learning in Junior High School Munir Munir; Rahmawati Rau
Celebes Journal of Language Studies Vol. 2, No. 2 December 2022
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v2i2.104

Abstract

The purpose of this study was to find out how to the teacher implement the WhatsApp application as a digital communication tool for learning English in junior high school and its impact on students. This study used a qualitative descriptive method and was conducted in Pangkep Junior High School, South Sulawesi, as many as 21 students from class VIII C and 1 English teacher were selected as research subjects through random sampling techniques. Data obtained from Observation, Interview and Documentation. The results obtained from the data analysis are 1) The implementation of the teacher when using the WhatsApp application with 3 indicators such as preparation for the creation of a WhatsApp group, implementation, namely sending file materials, and evaluation, namely providing evaluations and assignments to students. 2) the impact on students by learning to use the WhatsApp application, namely the positive impact: being able to do assignments anywhere, easy to understand the material given, negative impact: unable to ask questions directly, interaction with students is less established.

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