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ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOLS IN MAKASSAR: TEACHERSâ PERCEPTIONS Kamal, Sirajuddin
Kajian Linguistik dan Sastra Vol 19, No 2 (2007)
Publisher : Universitas Muhammadiyah Surakarta

Teachers are one of the most important parts in the discourse of education andthe process of teaching and learning in schools. It was this that interested the writerto research their perceptions of English language teaching for primary students.The respondents are five participants from different primary schools in Makassar.They were asked to comment on their beliefs in terms of the materials used in theclassrooms, the aims of teaching English for primary students, their problems inrelation to professional knowledge, classroom practices and context (school andcommunity), and their way to resolve many problems. The responses are groupedinto four major categories in terms of the aims of the research and examined toexplore similarities and differences. The result showed that when the materials areabout familiar topics and are presented through songs, games, and pictures, in theclassroom they result in positive student attitude and increase interest and motivationin learning English. Participants feel that the main aim of teaching English foryoung students is to provide them with as much vocabulary as possible before theymove on to higher education. Finally, some constraints of the program are alsofound in the classroom practices.

Conservation Status of Lontar Palm Trees (Borassus flabellifer Linn) In Jeneponto District, South Sulawesi, Indonesia Sirajuddin, Sukamaluddin; Mulyadi, Mulyadi; Dirawan, Gufran D.; Amir, Faizal; Pertiwi, Nurlita
Journal of Tropical Crop Science Vol 3 No 1 (2016): Journal of Tropical Crop Science
Publisher : Department of Agronomy and Horticulture, IPB University

This study aimed to describe the botanical description, conservation status and potentials of Sulawesi native lontar palm trees (Barassus flabellifer Linn) in Jeneponto district, South Sulawesi, Indonesia. This study was extended to include a study on the community’s attitude towards preservation of lontar palm trees involving 30 people distributed over three research sites. Overall 53% of the dry-land in Jeneponto district is grown by lontar palm trees with the tree density ranging from 50 trees per ha for trees aged between 1-5 years; 37 trees per ha for trees aged between 5-10 years; and 32 trees per ha for trees aged more than 10 years. New lontar palm trees which are being managed by the local communities are planted on 27% of the land area. Tamalatea sub- district has the largest lontar palm tree population in Jeneponto District.

Motivating Students to Learn English Speaking through Collaborative Activities Asmi Rusmanayanti; Sirajuddin Kamal; Elsa Rosalina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2059

Motivation plays an indispensable role in the students' English language learning. As a result, teachers are expected to be able to employ miscellaneous teaching activities to enhance the students' motivation. One of them is collaborative teaching activities. In particular, collaborative teaching activities should not only engage students to learn enthusiastically but also help teachers organize and prepare their teaching practices flexibly. The present study accentuated to delineate students’ motivation on the implementation of collaborative teaching activities during learning English speaking. The participants were ten students of a university in Banjarmasin, Indonesia. The data were gathered through administering an open-ended questionnaire and analyzed with Thematic Analysis (TA) (Braun Clarke, 2006). The findings reported that students were motivated to learn English speaking through collaborative activities.

SOME CONSIDERATIONS OF ENGLISH LANGUAGE TEACHING FOR PRIMARY SCHOOLS Sirajuddin Kamal
Linguistika: Buletin Ilmiah Program Magister Linguistik Universitas Udayana Vol 15 (2008): March 2008
Publisher : Program Magister Linguistik Universitas Udayana

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (73.456 KB)

Abstract The Indonesian government has acknowledged the importance of English by putting it into the education system for five decades. English has been integrated to secondary school for a long time. As the English language is getting stronger influence in the modern world and has become an international language, also, the advantages of introducing a foreign language for young learners, the government of Indonesia then has set up the policy to introduce English language in primary schools. This policy is optional. It depends on schools and community demands. The government does not provide teachers and curriculum. Schools and community are in charge to provide teachers, curriculum and facilities. Teachers are one of the most important parts in the discourse of education and the process of teaching and learning in schools. Furthermore, there are some important considerations before conducting the programs since young children have specific characteristics. It was this that interested me to write a research about some considerations of English language teaching for primary students. Abstrak Pemerintah Indonesia mengakui bahwa bahasa Inggris sangat penting dalam sistim pendidikan yang telah berlangsung selama kurun waktu lima tahun terakhir. Bahasa Inggris sudah beritegrasi ke sekolah-kesekolah sampai tingkat atas dalam waktu yang sudah lama. Selama ini bahasa Inggris memiliki pengaruh yang sangat kuat dalam dunia modern dan menjadi salah satu alat komunkasi yang sangat penting dalam hubungan internasional, juga sangat memberikan keuntungan bagi para pelajar dan generasi muda. Dalam hal ini pemerintah Indonesia kemudian diharapkan memberi kebijakan tersebut untuk mengenalkan pelajaran bahasa Inggris di Sekolah-sekolah Dasar. Kebijakan ini merupakan tambahan di Sekolah dan sangat diminati oleh masyarakat. Pemerintah tidak mesti harus mencetak guru-guru dan menyediakan kurikulum tersebut. Tetapi sekolah dan masyarakat termasuk para guru mesti yang menyediakan kurikulum dan fasilitas tersebut. Para guru adalah salah satu bagian pokok penting dalam memberikan proses pendidikan dan pengajaran di Sekolah. Lagipula, ada beberapa pertimbangan-pertimbangan penting sebelum melaksanakan program itu karena umumnya generasi muda sangat membutuhkan karakter yang sangat spesifik. Untuk itulah saya sangat tertarik meneliti beberapa pertimbangan-pertibambangan tentang perlunya pengajaran bahasa Inggris kepada Generasi Muda.

ENGLISH LANGUAGE TEACHING IN PRIMARY SCHOOLS IN MAKASSAR: TEACHERS’ PERCEPTIONS Sirajuddin Kamal
Kajian Linguistik dan Sastra Vol 19, No 2 (2007)
Publisher : Universitas Muhammadiyah Surakarta

Teachers are one of the most important parts in the discourse of education andthe process of teaching and learning in schools. It was this that interested the writerto research their perceptions of English language teaching for primary students.The respondents are five participants from different primary schools in Makassar.They were asked to comment on their beliefs in terms of the materials used in theclassrooms, the aims of teaching English for primary students, their problems inrelation to professional knowledge, classroom practices and context (school andcommunity), and their way to resolve many problems. The responses are groupedinto four major categories in terms of the aims of the research and examined toexplore similarities and differences. The result showed that when the materials areabout familiar topics and are presented through songs, games, and pictures, in theclassroom they result in positive student attitude and increase interest and motivationin learning English. Participants feel that the main aim of teaching English foryoung students is to provide them with as much vocabulary as possible before theymove on to higher education. Finally, some constraints of the program are alsofound in the classroom practices.

KENDALA PENGAJARAN BAHASA INGGRIS DI SEKOLAH DASAR (PROBLEMS OF ENGLISH TEACHING IN ELEMENTARY SCHOOL) Rina Listia Sirajuddin kamal
JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA Vol 3, No 2 (2013): JURNAL BAHASA, SASTRA DAN PEMBELAJARANNYA (JBSP)
Publisher : Universitas Lambung Mangkurat

AbstractProblems of English Teaching in Elementary School. The Indonesian government hasacknowledged the importance of English by putting it into the education system for fivedecades. English has been integrated to secondary school for a long time. The Englishlanguage is exerting even stronger influence in the modern world and has become aninternational language. There are also advantages of introducing a foreign languagefor young learners. The government of Indonesia has therefore set up the policy tointroduce English language in primary schools. This policy is optional. It depends onschool and community demands. The government does not provide teachers andcurriculum. Schools and community are in charge to provide teachers, curriculum andfacilities. Teachers are one of the most important parts in the discourse of educationand the process of teaching and learning in schools. It was this that interested to researchtheir perceptions of English language teaching for primary students.Keywords: english for young learners, teachers’ perception, teaching constrainstAbstrakKendala Pengajaran Bahasa Inggris di Sekolah Dasar. Pemerintah Indonesia telahmengakui pentingnya bahasa Inggris dengan menempatkan ke dalam sistem pendidikanselama lima dekade. Bahasa Inggris telah diintegrasikan ke sekolah menengah untukwaktu yang lama . Bahasa Inggris yang mengerahkan pengaruh yang lebih kuat didunia modern dan telah menjadi bahasa internasional. Ada juga keuntunganmemperkenalkan bahasa asing untuk pelajar muda. Oleh karena itu, pemerintahIndonesia telah menyiapkan kebijakan untuk memperkenalkan bahasa Inggris disekolah dasar. Kebijakan ini bersifat opsional. Hal ini tergantung pada tuntutan sekolahdan masyarakat. Pemerintah tidak menyediakan guru dan kurikulum. Sekolah danmasyarakat bertanggung jawab untuk menyediakan guru, kurikulum, dan fasilitas.Guru adalah salah satu bagian yang paling penting dalam wacana pendidikan danproses belajar-mengajar di sekolah. Inilah yang menarik untuk meneliti persepsi merekatentang pengajaran bahasa Inggris untuk siswa SD.Kata-kata kunci: bahasa Inggris untuk pelajar muda, persepsi guru, mengajarconstrainst

Developing a Prototype of a Self-Regulated Learning-Based Learning Model for English Language Learning for Junior High School: Introduction, The Objectives, Method, Result and Discussion, Conclusion Sutiono, Cayandrawati; Novita Triana; Elvina Arapah; Kamal, Sirajuddin
Ilomata International Journal of Social Science Vol. 6 No. 1 (2025): January 2025
Publisher : Yayasan Ilomata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61194/ijss.v6i1.1420

This study aims to develop a prototype learning model based on self-regulated learning for students who study English at Junior High School, and find effective strategies to support teachers in adopting and adapting self-regulated learning-based learning in their English classes. The era of globalization requires mastery of English language to access global information, communicate among countries, and increase competitiveness. The 2045 Golden Indonesia Vision [5} also emphasizes the importance of developing the quality of human resources, including English language. However, data show that Indonesia English language proficiency is still low according to EF English Proficiency Index. Also, one of the main challenges is the very limited use of English language in daily life. The conditions mentioned above are challenges for the autonomous learning of high school students. Therefore, a teaching and learning model facilitating students with the ability to systematically manage their learning process is really needed to achieve their learning goals. The components of SRL include cognitive strategies, beliefs and motivation, and resource management. The self-regulated learning-based learning model is seen as the right solution to improve students' self-regulated abilities in learning English language. This learning model follows a three-phase cycle model which includes the Forethought phase, the Performance phase, and the Reflection phase. Developing the prototype of a Self-Regulated Learning-Based Learning Model for Junior High School English participants follows the ADDIE Model. This development model has 5 stages: Analysis, Design, Development, Implementation and Evaluation. However, there are only three stages of the ADDIE Model implemented in the research, namely Analysis, Design, and Development. Through this study, the prototype of a SRL-based Learning Model is developed. The implications of this prototype are (1) teachers becoming more aware to facilitate students’ learning English with learning strategies, and (2) students are rather more goal and strategy-oriented since they implement the SRL in order to get better achievement.

An Analysis of Teachers’ Teaching Style in Teaching Writing Skills at SMA Negeri 2 Banjarmasin Aprilliani, Nia; Kamal, Sirajuddin; Mu'in, Fatchul
EduCurio: Education Curiosity Vol 3 No 2 (2025): Januari-Maret 2025
Publisher : Yayasan Pendidikan Tanggui Baimbaian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71456/ecu.v3i2.1166

This study aims to analyze teachers' teaching style to teach English writing skills to students in grades XI and XII at SMA Negeri 2 Banjarmasin. Writing skills are crucial to English language learning in senior high schools in Indonesia. The research method was a descriptive qualitative method that utilized observation and interviews as the primary instruments. The research participants are English teachers in grades XI and XII at SMA Negeri 2 Banjarmasin. The results indicate that teachers' dominant teaching styles in teaching English writing at SMAN 2 Banjarmasin are formal authority and facilitator. Formal authority involves the teacher having complete control of the learning process, while the facilitator involves the teacher acting as a facilitator to help students acquire knowledge and skills independently. Formal authority and facilitator are two teaching styles to develop English writing skills in educational settings. This research provides an overview of the teaching approaches used in these settings. The findings have implications for improving the effectiveness of teaching English writing skills at the high school level.

Progressivism In Language Learning: Application of The Educational Philosophy In Language Competence Development Kamal, Sirajuddin; Jumadi, Jumadi; Listia, Rina
CAKRAWALA LINGUISTA Vol 8, No 1 (2025): Volume 8, Number 1 July 2025
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/cling.v8i1.6506

ABSTRACTThe implementation of progressive educational philosophy in language education in Indonesia represents not only a pedagogical shift but also a transformative approach to modernizing the national education system. Rooted in John Dewey’s principles of experiential learning, contextual relevance, and social collaboration, progressive education aligns with the demands of 21st-century language learning. This study delves deeper into its application, revealing significant advancements in students’ linguistic competence, with writing and speaking skills increasing by up to 24% and 20%, respectively. Furthermore, progressive methods such as project-based learning, simulations, and the integration of technology have fostered critical thinking, creativity, and collaboration, with 95% of students reporting higher engagement in gamified learning environments. Beyond its immediate impacts, progressive education in language learning equips students with the tools to navigate global challenges and become active contributors to their communities. Despite its promise, barriers such as infrastructural limitations, insufficient teacher readiness, and systemic resistance highlight the need for targeted interventions. This study concludes that progressive education offers a pathway to holistic transformation in Indonesia’s language education, advocating for policy reforms, investment in technology, and comprehensive teacher training to institutionalize its benefits on a national scale.

EFL TEACHERS’ CHALLENGES IN TEACHING SPEAKING AT SMAN 3 BANJARMASIN Rochmah, Ziana Nor; Kamal, Sirajuddin; Hidayat, Fahmi
Jurnal Manajemen Pendidikan Vol. 10 No. 2 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i2.676

In Indonesia, English is taught as a foreign language. EFL students typically study English only in formal educational settings such as classroom and have limited opportunities to practice speaking the language in real-life situation. Hence, English teacher particularly in EFL countries, teaching speaking skills can be challenging. The objective of this is to identify specific teaching challenges and the efforts taken by teachers to address them. A qualitative descriptive method was used, involving interviews, observations, and documentation with two English teachers. The findings reveal seven key challenges: noise level, students speaking L1 language inappropriate time, limited time, unengaged students, the role of exposure in English, handling lower English classes and large class. To address these issues, teachers implemented five main strategies: keep student in the target language, using group work, making a careful choice of topic, teachers are placed to provide comprehensible input and activity on easy language. Many studies have focused only on the challenges in teaching speaking. However, they do not explain the efforts teacher used to overcome them. Analyzing the challenges and efforts in teaching speaking can provide understanding of how teacher overcome these challenges in classroom.

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