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All Journal ELS Journal On Interdisciplinary Studies in Humanities
Asdar Asdar
Universitas Sulawesi Barat, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

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Part of Speech Classification by EFL Students’: A Review about their Familiarity Asdar Asdar; Hustiana Hustiana; Ahyadi Ahyadi
ELS Journal on Interdisciplinary Studies in Humanities Vol. 6 No. 4 (2023): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v6i4.32383

Abstract

This study is the reflection of part of speech classification by EFL students. This study intended to deduce the students’ familiarity of parts of speech in the EFL Context. The study was accomplished in Universitas Sulawesi Barat, Faculty of Teacher Training and Education, English education department in the academic year 2023-2024. The sample was 97 students of the third semester in English Education department who will begin intermediate grammar class. The instruments used to collect data were tests that contained two types. The first test was the students chose the part of speech of 24 words while the second test was the students answered 14 multiple choices. The result of this study revealed that students‘familiarity about part of speech was still fair. This was evidenced by the data that has been analyzed that the percentage of students who categorized words into the correct part of speech only reached an average of 40%. Besides, the results of multiple choices showed that the most comprehended part of speech was pronoun. It was around 21.6% - 22.7% of the errors found in the students‘ answers and the least comprehended part  of speech was  adverb and preposition that reached the correct answer around 25.8 %– 29.9%. Thus, it was suggested that the students should learn more about parts of speech. The lecturer must pair the topics taught in class with part of speech so that students became familiar with it and can ultimately differentiate.
English Teachers’ Perspectives and Understandings Towards Critical Literacy Practice in EFL Context Nur Ijabah; Asdar Asdar
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 2 (2024): JUNE
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/elsjish.v7i2.35035

Abstract

The ideology and socio-political viewpoints of writers significantly shape text and language products. Hence, students engaging in literacy tasks, such as reading and writing, should approach them with a critical mindset, considering various perspectives rather than accepting information uncritically. Critical literacy pedagogy addresses these requirements, aiming to cultivate critical literacy skills in students with the guidance of teachers, who themselves must possess critical thinking abilities and literacy. This study explores English teachers' perceptions and grasp of critical literacy pedagogy. Sixty teachers participated, responding to questionnaires comprising both closed and open-ended questions, alongside brief interviews. The data obtained, quantitative and qualitative, were analyzed through mathematical computations and coding techniques respectively, revealing teachers' positive attitudes toward critical literacy pedagogy. However, this enthusiasm wasn't consistently reflected in its implementation due to cultural beliefs and insufficient teacher knowledge. Consequently, the study recommends professional development opportunities for teachers to enhance their understanding and proficiency in incorporating critical literacy pedagogy, particularly within EFL contexts.
Co-Authors Ahyadi Ahyadi Hustiana Hustiana Nur Ijabah