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LANGUAGE USE AS A PART OF CHARACTER VALUES Jusuf, Harni
Irfani Vol 10, No 1 (2014): Juni 2014
Publisher : Institut Agama Islam Negeri

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As the social men people interact each other whether in family life and society life through communication, both verbal and non-verbal communication. To communicate, people use language to convey their feeling, thought, and intention. The used language can be formal or informal. Because of that, communication ability is very important since the used language to communicate shows the character of language user.Â Sebagai makhluk sosial manusia berinteraksi dengan sesamanya baik di lingkungan keluarga maupun di lingkungan masyarakat melalui komunikasi, baik komunikasi verbal dan non-verbal. Untuk berkomunikasi manusia menggunakan bahasa untuk menyampaikan maksud mereka. Bahasa yang digunakan pun bisa bersifat resmi dan tidak resmi. Oleh sebab itu kemampuan berkomunikasi sangatlah penting karena bahasa yang digunakan untuk berkomunikasi menunjukkan karakter pengguna bahasa tersebut.Â

Defining Anxiety Jusuf, Harni
Al-Lisan Vol 1, No 1 (2015): Januari 2015
Publisher : Al-Lisan

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To support the successful of teaching learning process, it must be supported by some apsects, such as: learning syles, teaching strategies, affective factors, and socio-cultural factors. One of the affective factors that must be pay attention in language learning is anxiety. Usually, language anxiety happen when students learn foreign language. Anxiety divided into trait anxiety, state anxiety, and situation-specific anxiety. Language anxiety causes by three (1) communication apprehension (CA); (2) test anxiety; and (3) fear of negative evaluation. To know the level of studentsâ language anxiety, it can be measured through foreign language classroom anxiety scale (FLCAS). It is an instrument that has beendesigned firstly by Elaine K. Horwitz et al. The instrument is a questionnaireconsists of 33 item of questions.

Defining Anxiety Jusuf, Harni
Al-Lisan Vol 1, No 1 (2015): Januari 2015
Publisher : Al-Lisan

Show Abstract | Download Original | Original Source | Check in Google Scholar

To support the successful of teaching learning process, it must be supported by some apsects, such as: learning syles, teaching strategies, affective factors, and socio-cultural factors. One of the affective factors that must be pay attention in language learning is anxiety. Usually, language anxiety happen when students learn foreign language. Anxiety divided into trait anxiety, state anxiety, and situation-specific anxiety. Language anxiety causes by three (1) communication apprehension (CA); (2) test anxiety; and (3) fear of negative evaluation. To know the level of studentsâ language anxiety, it can be measured through foreign language classroom anxiety scale (FLCAS). It is an instrument that has beendesigned firstly by Elaine K. Horwitz et al. The instrument is a questionnaireconsists of 33 item of questions.

UNDERSTANDING PERSONALITY harni jusuf
Al-Lisan: Jurnal Bahasa Vol 3 No 1 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.914 KB)

Educational can not be separeted from learning. To support the successful of teaching learning process, it must be supported by some apsects, such as: learning syles, teaching strategies, affective factors, and socio-cultural factors. One of the affective factors that must be pay attention in language learning is personality. Personality is a term in psychology which is depict the character of a person in everyday life. As human beings experience growth and development, personality also experiences development and change. That is why personality can be measured. One way to measure personality is by using psychometric.

THE MODELS OF CHECKLIST METHOD IN EVALUATING ELT TEXTBOOKS Harni Jusuf
Al-Lisan: Jurnal Bahasa Vol 3 No 2 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

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There are four interrelated aspects in teaching learning process that is teacher, students, materials, and evaluation and assessment. The things that should be paid attention related to materials are materials selection, materials development and design, and materials evaluation or textbook evaluation. Regarding to textbook evaluation, this article aims to describe one of the three methods of textbook evaluation, checklist method. It discusses what checklist method is and some suggested checklist method that can be used in evaluating textbook. There are eight different checklist models displayed in this article. They include Tucker (1975), Daoud and Celce-Murcia (1979), William (1983), Sheldon (1988), Cunningsworth (1995), Litz (2005), Mukundan and Nimehchisalem (2012), and Al Harbi (2017). The eight models are quoted from journals and books.

Developing Intercultural Competence Awareness in Language Classroom: A View from FL Teachers Muh. Arif; Harni Jusuf
Al-Lisan: Jurnal Bahasa Vol 7 No 1 (2022): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v7i1.2500

Language and culture are now considered interwoven, as culture becomes an integral part of learning a foreign language. This study aims to ascertain FL lecturers' perspectives on intercultural education and classroom procedures, including instructional materials, classroom activities, assessment, and the role of teachers in fostering intercultural awareness. Six lecturers were surveyed in this study. The six lecturers include three Arabic language education lecturers and three English language education lecturers with roughly five years of teaching experience. The data collection instrument is an interview guideline. The findings indicated that instructors acknowledged the importance of integrating culture into FL classrooms via various strategies and methods. Their statements include the following: they are frequently compelled to keep to textbook activities and activities previously prepared for the textbook since they have little time in class to address cultural concerns due to the syllabi's high expectations.

UNDERSTANDING PERSONALITY harni jusuf
Al-Lisan: Jurnal Bahasa Vol 3 No 1 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (644.914 KB)

Educational can not be separeted from learning. To support the successful of teaching learning process, it must be supported by some apsects, such as: learning syles, teaching strategies, affective factors, and socio-cultural factors. One of the affective factors that must be pay attention in language learning is personality. Personality is a term in psychology which is depict the character of a person in everyday life. As human beings experience growth and development, personality also experiences development and change. That is why personality can be measured. One way to measure personality is by using psychometric.

THE MODELS OF CHECKLIST METHOD IN EVALUATING ELT TEXTBOOKS Harni Jusuf
Al-Lisan: Jurnal Bahasa Vol 3 No 2 (2018): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (799.117 KB)

There are four interrelated aspects in teaching learning process that is teacher, students, materials, and evaluation and assessment. The things that should be paid attention related to materials are materials selection, materials development and design, and materials evaluation or textbook evaluation. Regarding to textbook evaluation, this article aims to describe one of the three methods of textbook evaluation, checklist method. It discusses what checklist method is and some suggested checklist method that can be used in evaluating textbook. There are eight different checklist models displayed in this article. They include Tucker (1975), Daoud and Celce-Murcia (1979), William (1983), Sheldon (1988), Cunningsworth (1995), Litz (2005), Mukundan and Nimehchisalem (2012), and Al Harbi (2017). The eight models are quoted from journals and books.

Developing Intercultural Competence Awareness in Language Classroom: A View from FL Teachers Muh. Arif; Harni Jusuf
Al-Lisan: Jurnal Bahasa Vol 7 No 1 (2022): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Language and culture are now considered interwoven, as culture becomes an integral part of learning a foreign language. This study aims to ascertain FL lecturers' perspectives on intercultural education and classroom procedures, including instructional materials, classroom activities, assessment, and the role of teachers in fostering intercultural awareness. Six lecturers were surveyed in this study. The six lecturers include three Arabic language education lecturers and three English language education lecturers with roughly five years of teaching experience. The data collection instrument is an interview guideline. The findings indicated that instructors acknowledged the importance of integrating culture into FL classrooms via various strategies and methods. Their statements include the following: they are frequently compelled to keep to textbook activities and activities previously prepared for the textbook since they have little time in class to address cultural concerns due to the syllabi's high expectations.

English language teaching textbook evaluation of curriculum 2013: Teachers’ perspectives Harni Jusuf
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 1 No. 3 (2022): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57153/jetli.v1i3.495

There are four interrelated aspects in teaching learning process that is teacher, students, materials, and evaluation and assessment. The things that should be paid attention related to materials are materials selection, materials development and design, and materials evaluation or textbook evaluation. Regarding to textbook evaluation, this article aims to investigate teachers’ perspectives on textbook of curriculum 2013 or K 13 for the second grade. Eighteen teachers both from public and private vocational high schools in Gorontalo city were asked to assign their opinions about the textbook of K 13 using checklist method adapted from Al Harbi. The five categories of Al Harbi in questionnaire are: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The data from checklist were entered into excel program to find out the percentage, mean, and standard deviation. Afterward, the findings of excel analyzed descriptively. The study’s result revealed that the averages mean score of layout and design was 4.01, the objectives of the textbook was 4.18, teaching methods and activities was 3.84, language skills was 3.99, and evaluation was 3.89. Therefore, from the perspectives of English teachers, they agree that the English textbook for the second grade of vocational high school is appropriate to be used.

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