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All Journal ETERNAL(english, teaching, learning, and Research Journal) ELTIES (English Language Teaching for EFL Learners) JASL - Journal of Applied Studies in Language English Language, Linguistics, and Culture International Journal (ELSTIC-IJ) Jurnal Multidisiplin West Science

Andi Kaharuddin

Universitas Islam Negeri Alauddin Makassar

Author-ID : 2494145

Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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Articles

THE COMMUNICATIVE GRAMMAR TRANSLATION METHOD: A PRACTICAL METHOD TO TEACH COMMUNICATION SKILLS OF ENGLISH Andi Kaharuddin
ETERNAL (English, Teaching, Learning and Research Journal) Vol 4 No 2 (2018)
Publisher : Universitas Islam Negeri Alauddin Makassar

This paper is theoretically aimed at discussing how to teach communication skills (written and spoken) through a combination between the classic grammar translation and the modern communicative language teaching). The combination not only results in the formation of a new method which is here known as the communicative grammar translation method, but also in the formation of a new methodology in English language pedagogy which might be applied by English teachers to teach communication skills in the classrooms. The methodology of this new method consists of three special procedures i.e. The first is structural procedure which allows the learners to learn grammar rules and vocabulary. The second is transitional procedure which gives opportunity to the students to practice using the rules in translation and pronunciation drills. The third is communicative procedure which also gives the learners opportunity to use their knowledge of grammar and vocabulary in communicative activities. The implementation of the three procedures is believed able to achieve three learning outcomes i.e. making the learners able to deliver English basic communication both in spoken and written, promoting the learners’ language accuracy and fluency in communication, and improving the learner knowledge of grammar and vocabulary to enhance initiatives in communication.

THE POWER OF ENGLISH: RECOGNIZING AND UTILIZING THE TREMENDOUS IMPACT OF THE ENGLISH LANGUAGE ON THE COMMUNITY Andi Kaharuddin
ELTIES : English Language Teaching for EFL Learners Vol 1 No 1 (2019): Issues in EFL Teaching
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v1i1.7625

This paper discusses two things i.e. the power of English as the most dominant language in the world and the concepts of using English and using the power of English. English today emerges as a power which can’t be defeated by any languages in the world. The domination of English is obviously seen from its status as: the most rapidly growing language, the most widely spoken language, the most popular content language on the internet, the most preferred language for the scientific communities, the number-one language for business, and the most preferred Language for publishing. Knowing this, learners of English should be proud since they evidently learn something extraordinary. The pride should be reflected in two things i.e. learning English earnestly to achieve benefits of having English skills and turning the achivement of benefits to providing benefits for the communities. However, the reality shows that many learners simply learn English to achieve benefits, for example, to get a job or to win a scholarship abroad. Meanwhile, few learners are aware of using English to bring benefits. As the learners learn English and finally achieve a benefit. This is called Using English. Yet, they learn English and achieve a benefit, and could bring benefits to the communities. This is called Using the Power of English. To use the power of English, we should have and integrate English skills, knowledge, experiences, education, as well as professionalism. Therefore, the orientation of learning English should not just end immediately after Using English, but it should continue to Using the power of the English.

SUPRASEGMENTAL SOUNDS PRODUCED BY THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT AT UIN ALAUDDIN MAKASSAR Nadya Nur Azisah; Kaharuddin Kaharuddin; Abdul Muis Said
ELTIES : English Language Teaching for EFL Learners Vol 3 No 1 (2021): Volume 3, Number 01, March 2021
Publisher : Universitas islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elties.v3i1.19091

This study aims to see the extent the ability of students to pronounce English words who have studied English for many years and studied phonetics, then compare it with the pronunciation of native English speakers. The benefit of this research is that it can increase students' awareness in improving their speaking skills by trying to find new strategies to support their skill improvement. Phonetic and phonology theory is used as concept of this study. The research uses descriptive qualitative method with data collection techniques through recording to retrieve the audio of the samples and native English speaker, then insert it into the gold wave editor to then see the high and low amplitude of the sound. This study focuses on suprasegmental sound especially stress and intonation.The findings of this study showed two things i.e. first, for the stress level, the English students pronounced the words slower and clearer and they also pauses within two words more frequently than the English native speaker and it indicates that the word is stressed with primary or secondary stress. In contrast, the native English speaker pronounced the English words faster than between a word and the coming word and more frequently than the English student. And it indicates that the word is stressed with unstressed (weak stress). Second, the difference of the intonation contour The English native speaker pronounces some words and juncture within two words more frequently, so the intonation contours of her utterances are more falling than rising. On the other hand, English students pronounce the words slower, clearer and gave pause within two words, consequently the amplitude of the words were higher and at the result the rising intonation contour more than falling intonation contour.

Investigating EFL students’ interest in the use of online discussion technique in asynchronous learning Indah Zezarwati; Andi Kaharuddin; Multazam Abubakar; Muhammad Syahruddin Nawir
Journal of Applied Studies in Language Vol. 6 No. 1 (2022): Jun 2022
Publisher : Politeknik Negeri Bali

The development of the era can be inextricably linked to the development of technology as it has entered all aspects of human life, including education. One of the technology utilization in education is e-learning which allows the learning process can be accessed anytime and anywhere. One technique commonly used in asynchronous learning nowadays is online discussion. This research aims at investigating the level of students’ interest and the factors that affect their interest in the implementation of the online discussion techniques. This research was conducted by mix-method, where the data was collected from the questionnaire and interview. The subjects of this research were 40 students in the questionnaire section and 4 students in the interview section. The result of the interview proved that students had a high interest in the implementation of online discussion techniques; while, the result of the interview indicated some factors that affect students’ interest in the implementation of online discussion techniques such as teacher activeness and involvement, internet connection, students’ motivation and concentration. Hopefully, this research can help to maximize the application of online discussion techniques to gain more benefits in the learning process.

THE EFFECT OF USING CLUSTERING TECHNIQUE ON THE STUDENTS’ WRITING SKILLS IN DESCRIPTIVE TEXT AT SENIOR HIGH SCHOOL 10 MAKASSAR Nurul Afika; Kaharuddin; Multazam Abubakar; Muhammad Syahruddin Nawir
elstic : english language linguistics culture Vol 2 No 1 (2022): Volume 2, Number 1, April 2022
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

This research focuses on the students’ writing skills in writing descriptive text. The purpose of this research were (1) To find out if the clustering technique is able to improve the students skills in writing descriptive text. (2) To find out to what extent clustering technique affects the development of the students skills in writing descriptive text. In this research, the population was the First Grade of Senior High School 10 Makassar consist of 15 students from X IIS 1. The method of this study was a Mixed Method, the design of this study was The Explanatory-Sequential (QUAN-qual) design where quantitative data were collected first. Pre-experimental method was applied in this research with a group pre-test and post-test design. The instrument used to collect data were writing test and questionnaire. The result of the research presented that the pre-test of the class got the mean score 40.33. After giving treatment the students got the the mean score 71.00. The outcome of the data analysis revealed that there was a significant improvement in the students’ skill in writing descriptive text after being taught using clustering technique. It can also be supported the strength of clustering technique, that is the students can generate their ideas in writing descriptive text. Subsequently, the result of one sample t-test where Sig. (2-tailed) = 0,000 < 0.05. Therefore, the null (Ho) is rejected and the alternative hypothesis (H1) is accepted. In addition, the qualitative result from the questionnaire showed there were 4 factors affecting the development of students’ writing skill in descriptive text, those are: teaching materials’ content, method in the teaching process, activities in the teaching materials, task given in teaching materials. Based on the result analysis, the researcher may conclude that using Clustering Technique was effective to improve the students’ skill in writing descriptive text because the learning objective was achieved, that was the students were able to write English descriptive text appropriately in English by following the generic structure and language features.

The Psycholinguistics Approach: Contributions to English Language Pedagogy Kaharuddin Kaharuddin
Jurnal Multidisiplin West Science Vol 3 No 12 (2024): Jurnal Multidisiplin West Science
Publisher : Westscience Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58812/jmws.v3i12.1775

Psycholinguistics is a study which explains how a person acquires, produces, and perceives language both orally and in writing. Moreover, psycholinguistics is a branch of cognitive science and one of the issues that has become a trending topic in cognitive science is the mind and its role in language use and acquisition. By understanding psycholinguistics, at least we know what processes occur in the mind related to language acquisition, what problems are experienced by a person's mind in the process of language acquisition. Of course, these types of information will provide many contributions for language teachers as well as curriculum and teaching material designers in streamlining the language teaching process, especially foreign languages. Contribution in this context refers to everything that psycholinguistics has provided and has been the cause of improvement or progress in the area of language pedagogy (learning and teaching). To find out what these contributions are, the author has conducted a literature review by reading a variety of published opinions from psycholinguistic experts. At least, two types of contributions can be identified, namely theoretical contributions and practical contributions. Corley, K. G., & Gioia, D. A. (2011) refer to these two types of contributions as ‘scientific utility’ and ‘practical utility’.

Co-Authors Abdul Muis Said Indah Zezarwati Muhammad Syahruddin Nawir Muhammad Syahruddin Nawir Multazam Abubakar Nadya Nur Azisah Nurul Afika

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