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Khadijah Maming
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laparolejurnal@umpar.ac.id
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Jl. Jend. Ahmad Yani, Km.6, Kode Pos 91131 RT 002 / RW 008 Kelurahan Bukit Harapan Kecamatan Soreang Kota Parepare Provinsi Sulawesi Selatan, Indonesia
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La Parole : Journal of Language Teaching and Pedagogy
Published by Universitas Muhammadiyah Parepare
ISSN : 26153629     EISSN : 26548267     DOI : https://doi.org/10.31850/laparole.v6i2
Core Subject : Education,
Languange, Linguistic, Communication & Media
The aims of this journal is to provide a venue for researchers, academicians and practitioners for publishing the original articles or review articles. The main focus of the journal is on language teaching and pedagogy work. We are particularly interested on Language and Teaching Methodologies, Pedagogical Techniques, Technology in Language Teaching, Technology in Language Teaching such as CALL and MALL and Curriculum Development and Material design. Although the focus is primarily on research on language education, we will also consider papers in other areas of applied linguistics such as Sociolinguistics, psycholinguistics, and neurolinguistics, Language and culture, cognition, and pragmatics and Theories and practice in related fields.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy" : 5 Documents clear
Students’ Expectationon Speaking Subject During The Covid-19 Pandemic In The Second Semester at Muhammadiyah University of Parepare Ilham Ilham
La Parole : Journal of Language Teaching and Pedagogy Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v6i2.2919

Abstract

Covid-19 situation changes the educational context a lot, the learning process was conducted online. Yet, post Covid-19 pandemic conditions change again the learning context. This research was conducted to know the students’ expectation on speaking learning. In particular, this research aims to find out why the student expects speaking lessons to be offline learning, what the students expect of an offline speaking learning during the pandemic Covid-19 era, and what obstacles students face during online learning so they want to do an offline speaking learning. This research used qualitative descriptive design. The research instruments were observation and interview. In analysis the data, the pattern of Miles and Huberman was implemented. The research subject was 10 students of English department at Muhammadiyah University of Parepare. The students want to study offline because they face many obstacle in learning English using online learning. In learning speaking, students face many obstacles such as lack of communication due to poor network, often disturbing learning atmosphere, too much time or not being on time, and lack of direct interaction. This is what can affect learning outcomes and reduce student learning motivation. To sum up, the students have high expectation for offline learning in speaking subject.
Students’ Responses Towards the Teachers’ Strategies in Teaching Speaking In Tenth Grade At SMA Negeri 2 Parepare M. Nur Ikhsan; Sianna Sianna; Nasrullah A
La Parole : Journal of Language Teaching and Pedagogy Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v6i2.2920

Abstract

In learning English, students tend to encounter issues with limited vocabulary and grammar, accuracy of pronunciation, fear of making mistakes while speaking, and other problems. These occurrences are influenced by several factors, one of which is the teacher's strategies. By employing suitable strategies aligned with students' needs and desires, the attainment of learning objectives can be facilitated. Based on this statement, the researcher analysed the strategies used by English teachers in teaching speaking skills and the students' responses to these strategies in the tenth-grade classes at SMA Negeri 2 Parepare. The objectives of this study are to investigate the strategies employed by English teachers in teaching speaking skills, and to determine the students' responses to the strategies utilized by the teacher in teaching speaking skills. The research design employed in this study is qualitative descriptive research. The subjects of this study consist of tenth-grade English teachers and students of class X Mipa 1 in SMA Negeri 2 Parepare. The researcher selected only one tenth-grade English teacher and 15 students from class X Mipa 1 as participants. Data for this research was collected through questionnaires administered to the students and supported by interviews conducted with the teacher to ensure balanced results. The collected data was analysed using Miles and Huberman's theory, which includes data reduction, data display, and drawing conclusions. Furthermore, to establish the validity of the data, this study employed methodological triangulation.The results of this study indicate that English teachers implement various plans, methods, approaches, and a variety of designed activities to achieve learning objectives. English teachers employ diverse methods in teaching speaking, such as discussions, role plays, storytelling, and story completion. These strategies can assist students in becoming more active and enthusiastic about learning to speak English. The instructional strategies employed include the use of group work strategies, employing language that is easily comprehensible to students, providing multiple interactions or training in discussion skills, and encouraging students to communicate in the target language. These strategies can help keep students motivated and confident. Furthermore, students' responses to the implemented strategies in learning to speak indicate that they are more engaged in classroom discussions and enjoy learning English due to teachers consistently aiding them in comprehending the lessons.
Teacher Creativity in Teaching Vocabulary of The 7th Grade Students of SMP Negeri 2 Parepare Nopitasari Demmanaba; Patahuddin Patahuddin; Ali Wira Rahman
La Parole : Journal of Language Teaching and Pedagogy Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v6i2.2921

Abstract

The creativity of a teacher in the classroom is very important because it describes the personality of a good teacher, it can also be liked by many people and even by the students being taught. In teaching English, English vocabulary is very important to master in improving fluency in speaking English, increasing understanding and also helping to improve student achievement. The purpose of this study is to determine the creativity of teachers in teaching students' vocabulary, and to determine the effect of teacher creativity on students' vocabulary mastery. Researchers used qualitative research with the case study method. The sample of this research was 1 English teacher and 8 students at 7th grade students. The research instruments in this research were observation, interviews and documentation. This study uses data analysis techniques from Miles and Huberman, namely data collection, data reduction, data display, and data verification. The results of the analysis of the data in this study showed good results between the creativity carried out by the teacher in teaching in class. This is evidenced by the creativity that the teacher always does when learning takes place, the teacher sometimes gives games while learning, gives vocabulary to students to memorize, students are encouraged to use English in class at every meeting, the teacher also always motivates students to always learn English. The increase in English vocabulary is evidenced by how often students use English in class and use English when students meet the teacher.
Students’ Speaking Anxiety in Speaking Skills in The Classroom As A Foreign Language for The 2nd Grade at SMAN 1 Parepare Putri Veronica Lestari; Patahuddin Patahuddin; Sudarmanto Sudarmanto
La Parole : Journal of Language Teaching and Pedagogy Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v6i2.2923

Abstract

To speak English, someone especially among students, needs to master several verbs, and one of the obstacles to speaking English is the lack of verbs among students. Therefore, the purpose of this research is to find out what is students' anxiety and what factors cause students' anxiety when speaking in English in class. The sample of this study was MIPA 5 students of XI class of SMAN 1 Parepare which consisted of 35 students. The approach used in this study is descriptive research and qualitative. This study uses two research instruments namely Horowitz et al. (1986) used the Foreign Language Classroom Anxiety Scale (FLCAS) and interviews. The questionnaire had 33 items consisting of 9 positive and 24 negative statements on a Likert scale of 1-5 points, while the interview consisted of 10 questions. According to the survey's findings, there was only 1 respondent with a "Very Anxious" anxiety level or 3%, 5 respondents had "Anxious" anxiety levels or 14%, 6 respondents had "Mildly Anxious" anxiety levels or 46%, 13 respondents had "Relaxed" anxiety levels or 37%, and there were no students with a "Very Relaxed" anxiety level. Considering this, it can be said that the students in Class XI MIPA 5 SMAN 1 Parepare are generally "Mildly Anxious" when speaking English in class. According to the results of the interviews, it is clear that some students who are learning English in a classroom setting still experience anxiety. The factors contributing to this include a lack of vocabulary, imprecise pronunciation, a lack of confidence, being unprepared if the teacher calls on a student to speak in English without warning, and a lack of motivation on the part of the students. From 35 students in class XI MIPA 5, the researchers only interviewed 14 sources.
The Analysis of Students English Pronounciation In Term Of Stress Errors At Smp It Darul Ulum Pao Etang Riskiyanti A Riskiyanti; Khadijah Maming; Sianna Sianna
La Parole : Journal of Language Teaching and Pedagogy Vol. 6 No. 2 (2023): La Parole: Journal of Language Teaching and Pedagogy
Publisher : Pusat Pengembangan Publikasi dan Hak Kekayaan Intelektual Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/laparole.v6i2.2924

Abstract

The purpose of the research is to describe out the students’ English pronunciation in term of stress errors at SMP IT Darul Ulum Pao Etang. The researcher used descriptive qualitative research method. The researcher analyzed the stress error in reading aloud. In this research, the researcher finds out the result of the research using descriptive qualitative research. It will describe the students’ pronunciation in term of stress and errors. The population of this research is the eighth grade of SMP IT Darul Ulum Pao Etang which consisting of one class, which consisted of 18 students and will be divided into one class. The subject of this researcher is the eighth grade of SMP IT Darul Ulum Pao Etang Academic years 2020/ 2021. The subject of the research is part of a population of individual information is obtain. The aimed of the research it can be concluded that students at SMP IT Darul Ulum Pao Etang did some mistake in pronounce the words which included 2, 3, 4 dan 5 syllable. Besides that, the researcher found several caused of stress errors based on the students learning experience suh as unfamiliar word, homograph, lack of practice, mother tounge case and etc.

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