Articles
<![CDATA[TEACHERS’ ROLE IN TEACHING ENGLISH ONLINE CLASSES DURING THE PANDEMIC ]]>
<![CDATA[Riqah Fahranah]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Samtidar Samtidar]]>
<![CDATA[ JTechLP: Journal of Technology in Language Pedagogy Vol 2, No 1, March (2023): JTechLP: Journal of Technology in Language Pedagogy ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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<![CDATA[This study aims to determine the role of teachers in teaching English during the pandemic. This study used the descriptive qualitative method. The research data were collected through interviews. The subjects of this study were English teachers at SMA Negeri 3 Makassar 3 people who had met the criteria determined by the study. The results of the data analysis found that (1) there were several roles used by teachers in teaching online English classes during the pandemic, among others, the teacher as a facilitator, namely providing explanations and examples described through pictures, the teacher as a driver providing support to students to appreciate student learning efforts in the classroom. Then, the teacher, as a model, reminds us to maintain health and provides the material with enthusiasm and confidence. Motivate students in learning English, and control students in the classroom with the rules given by the teacher (2) there are several media or applications that teachers use in teaching online classes during a pandemic, among others, using learning media through videos and pictures and the applications used are Microsoft Teams, Google Meet, and Google Classroom.]]>
<![CDATA[Measuring Intercultural Sensitivity of English Language Students at a Higher Education Institution in Indonesia ]]>
<![CDATA[Sukardi Weda]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Iskandar Abdul Samad]]>;
<![CDATA[Siti Sarah Fitriani]]>;
<![CDATA[Andi Elsa Fadhilah Sakti]]>
<![CDATA[ TRANS-KATA: Journal of Language, Literature, Culture and Education Vol. 2 No. 2 (2022): TRANS-KATA: Journal of Language, Literature, Culture, and Education ]]>
Publisher : <![CDATA[TRANSBAHASA ]]>
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<![CDATA[This study aims at measuring the intercultural sensitivity of English language students at a higher education institution in Makassar, Indonesia. The participants of the study were the first semester students of the English Literature Study Program from the Faculty of Languages and Literature, Universitas Negeri Makassar, who enrolled in the English Phonology course (N = 73, female = 61 (83.56%) and male = 12 (16.44%). The participants of the study were from the English Phonology course because the participants were from various ethnic group backgrounds. The instrument used for the study was Chen and Starosta’s Intercultural Sensitivity Scale (ISS) to explore the intercultural sensitivity of English language students. The findings reveal that the subjects enjoy interacting with people from different cultures. It was also found that: 1) The participants respected the values of people from different cultures, 2) They felt confident when interacting with people from different cultures, 3) They are pretty sure of themselves in interacting with people from different cultures, 4) They respect the values of people from different cultures, 5) They often give positive responses to their culturally different counterpart during their interaction.]]>
<![CDATA[Persepsi Dosen Pembelajaran Bahasa Inggris UIN Alauddin Makassar terhadap Pengembangan Profesi Dosen ]]>
<![CDATA[Indy Trini Humaerah]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Muhammad Asfah Rahman]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 9 No 01 (2023): Volume 9, Number 01, June 2023 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
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DOI: 10.24252/Eternal.V91.2023.A1
<![CDATA[Professional Development has played an essential role in ELT in Indonesia, where English is considered a foreign language. Regarding this, the researcher is aimed to find out the perceptions of EFL lecturers about the types of Professional Development activities most influence the lecturers' classroom activities, and the impact of Professional Development on lecturers' teaching practices. This research used a descriptive qualitative method involving 20 EFL lecturers in the English Education Department of Tarbiyah and Teaching Training Faculty, UIN Alauddin Makassar. The data revealed that the Professional Development activities have high-positive impact towards their teaching practices. Based on the finding, it can be concluded that EFL lecturers have a good perspective on Professional Development activities and help them improve the level of the criteria of a competent teacher.]]>
<![CDATA[Model Pembelajaran Tata Bahasa (Grammar) Bahasa Inggris Berbasis Online dalam Menghadapi Perubahan Kurikulum di Masa New Normal ]]>
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ Seminar Nasional LP2M UNM SEMINAR NASIONAL 2022 : PROSIDING EDISI 2 ]]>
Publisher : <![CDATA[Seminar Nasional LP2M UNM ]]>
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<![CDATA[Abstrak. Artikel ini merupakan bagian dari penelitian yang berjudul “Model Pembelajaran Bahasa Inggris Siswa berbasis Online dalam Menghadapi Perubahan Kurikulum di Masa New Normal”. Penelitian ini dilakukan dengan tujuan melihat dan mengidentifikasi model pembelajaran tata bahasa (Grammar) berbasis online bagi siswa. Metode penelitian yang digunakan adalah metode kualitatif deskriptif dengan menggunakan angket dan produk hasil akhir mata kuliah Project (Lesson Plan and Instruction). Jumlah sampling yang digunakan adalah 52 orang mahasiswa yang mengambil mata kuliah Project (Lesson Plan and Instruction). Dari 52 orang tersebut, 4 orang mahasiswa memilih pembelajaran tata bahasa (Grammar). Analisis data meliputi observasi, open coding, dan axial coding. Hasilnya mengungkapkan media yang digunakan mahasiswa dalam pembelajaran pengetahuan tata bahasa (Grammar) terbagi dalam media online 75% (3 orang) dan offline 25% (1 orang) dalam pembelajaran tata bahasa (Grammar). Aplikasi yang digunakan mahasiswa dalam pembelajaran tata bahasa (Grammar) terbagi dalam penggunaan Zoom, face-to face secara offline, Google Translate dan YouTube masing- masing 25% (1 orang). Metode pembelajaran yang mahasiswa terapkan dalam pembelajaran tata bahasa (Grammar) yaitu, Communicative Language Teaching (75%) dan Students Discovery Learning (25%). Adapun topik yang dibawakan antara lain: Tenses; The Use of the One/ Ones; Asking and Giving Advices; dan Recount Text. Kata Kunci: Model Pembelajaran, Tata Bahasa, Online, Kurikulum, New Normal]]>
<![CDATA[Efek Materi Mata Kuliah Belajar Dan Pembelajaran Berbasis Best Practice Dalam Meningkatkan Pengetahuan Kosa Kata Bahasa Inggris ]]>
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Geminastiti Sakkir]]>
<![CDATA[ Seminar Nasional LP2M UNM SEMINAR NASIONAL 2021 : PROSIDING EDISI 3 ]]>
Publisher : <![CDATA[Seminar Nasional LP2M UNM ]]>
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<![CDATA[Abstrak. Artikel ini merupakan bagian dari hasil penelitian yang berjudul “Efek Materi Mata Kuliah Belajar dan Pembelajaran berbasis Best Practice terhadap Perilaku Belajar Bahasa Inggris”. Best Practice dapat menghasilkan teori yang baik. Dalam bidang pembelajaran bahasa, banyak ahli yang telah mengembangkan teori pembelajaran bahasa berdasarkan Best Practice. Teori yang dikembangkan berdasarkan Best Practice telah digunakan untuk melengkapi bahan ajar pada mata kuliah Belajar dan Pembelajaran pada Jurusan Bahasa Inggris di sebuah universitas negeri sebagai studi eksperimental. Penelitian ini bertujuan untuk mengetahui efek materi berbasis Best Practice dalam perilaku belajar bahasa dalam meningkatkan penguasaan kosakata. Untuk mengetahui efek tersebut, para peneliti melakukan eksperimen kualitatif dengan memberikan angket terbuka sebagai Pretest dan Posttest, serta Treatment. Para peneliti memilih 20 siswa dengan nilai IPK rendah. Perbedaan jawaban subjek pada Pretest dan Posttest menunjukkan adanya pengaruh perlakuan dengan materi pembelajaran Best Practice. Analisis data meliputi observasi, open coding, dan axial coding. Hasilnya mengungkapkan efek strategi pembelajaran untuk meningkatkan penguasaan kosakata yang digunakan oleh mahasiswa dengan nilai IPK rendah. Efeknya meliputi strategi pembelajaran baru dan media pembelajaran baru yang digunakan oleh subjek penelitian untuk meningkatkan penguasaan kosa kata mereka. Kata Kunci: Best Practice, Efek, Kosa Kata, Belajar Dan Pembelajaran]]>
<![CDATA[Improving Students’ Ability in Writing Procedure Text by Using Demonstration in SMKN 1 Makassar ]]>
<![CDATA[Andi Alif Batara]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Amirullah Abduh]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 2, No 3, July (2023): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[The problem statement was: What is the students’ ability before and after the demonstration treatment? And does the demonstration method improve student’s ability in writing procedure text? The method that this research used was a pre-experimental design, where it uses a one-group pre-test and post-test design. The sampling method used a simple random sampling technique, where the result of the random sampling is 2 classes of any department that are available in Vocational High School 1 Makassar are being taken randomly. A class from the Accountant department and a class from Travel and Tourism Business department are taken as the result of the random sampling. The students’ ability in writing procedure text will be tested through pre-test and post-test. Student’s ability in writing Procedure Text will be analyzed and calculated based on 5 criteria/proficiencies; Content, Organization, Language Use, Mechanics, and Vocabulary. The research results that 2nd Grade students in SMKN 1 Makassar have improved their ability in writing Procedure Text. It can be seen both from pre-test results and post-test results. The pre-test overall score is 60,6, which is categorized into the “not competent” category, and the post-test overall score is 77 which is categorized as a “competent” category. It also passes the standard score to reach the “competent score”, which is 70. In other words, the improvement of the 2nd-grade of students in SMKN 1 Makassar can be seen through the post-test results.]]>
<![CDATA[English Teachers Storytelling Strategy in Teaching Speaking Class at Junior High School 17 Barru ]]>
<![CDATA[Sri Putri Ramadhani]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 3: August (2023) Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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<![CDATA[The objectives of the research were to find out (1) the teacher classroom implementation of storytelling strategy in speaking class in Junior High 17 Barru; and (2) the student’s perception on the impact of storytelling strategy to their speaking achievement in Junior High 17 Barru. This research applied qualitative method. The participants of the study were two English teachers and five students from Junior High School 17 Barru. The subjects were chosen by using purposive sampling technique. The data collected were observation checklist and interview. The results of this study showed that (1) the teacher classroom implementation of the storytelling strategy in teaching the speaking class, teacher A choose discussion group as strategy in class and teacher B provides individual attention and based on the strategies used had the potential to improve vocabulary to the students and helped the students to build confident in speaking (2) the students perceptions on the impact of the storytelling strategy on their speaking achievement are that it helps build their confidence in speaking by telling stories in front of the class and enables them to expand their vocabulary by creating their own stories.Key words--  Blindfold,  Junior  high  school,  and  Vocabulary  mastery]]>
<![CDATA[Teacher’s Understanding and Practice on Implementing Higher Oder Thinking Skills (HOTS) in EFL Classroom ]]>
<![CDATA[Nurul Insani Rasyid]]>;
<![CDATA[Haryanto Atmowardoyo]]>;
<![CDATA[Qashas Rahman]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 1 No. 1 June 2021 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v1i1.35
<![CDATA[This study focuses on Teacher’s understanding and practice on Implementation Higher Order Thinking Skills (HOTS) in speaking classroom. The study aims to find out the result of (1) the teacher’s understanding and practice about the concept of Higher Order Thinking Skills on implementing HOTS in EFL classroom, (2) students’ response about Implementing Higher Order Thinking Skills (HOTS) in EFL classroom. The method of the research uses qualitative descriptive. The study is conducted at SMP Telkom Makassar. The subjects of this study are 32 respondents. In collecting data, the research uses Questionnaire and Observation. In technique data analysis uses three steps namely Data collection, Data reduction and data display. The result of the study shows that (1) the teacher understands and practice about the implementation of Higher Order Thinking skills is minimum. The result showed that the teacher has minimal understanding and practice about the concept of higher order thinking skills (HOTS) on implementing HOTS in EFL classroom. Teacher still confused about what is mean by the definition of HOTS. The teacher was mentioned the HOTS as learning method, not an ability that the students have to master it. (2) Based on the research that, students’ response about implementing HOTS in teaching classroom were still low. Some students tended to be more silent then showing their response or their opinion.]]>
<![CDATA[The Effectiveness of Blended Learning Model for Teaching Vocabulary at Secondary School ]]>
<![CDATA[Gusnita Gusnita]]>;
<![CDATA[Kisman Salija]]>;
<![CDATA[Haryanto Atmowardoyo]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 1 No. 1 June 2021 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v1i1.36
<![CDATA[The present study applies Blended learning model to secondary school level and conduct experimental study of 36 students of eleventh grade. Eighteen students in experimental group received blended learning model by application of supporting tools of visuwords, while in control group students were taught with face-to-face learning model. The purpose of this study was (1) to analyze the effectiveness of blended learning model in improving students’ vocabulary achievement, and (2) to elaborate how students perceive blended learning. The research revealed that both experimental class and Control class were improved in vocabulary achievement based on the given context. The effectiveness of Blended learning model was medium. However, the experimental class vocabulary improvement was greater than Control class. Moreover; the students dominantly had positive perception on the blended learning model. That perception is proven on their feelings which are happy on blended learning model and their thinking that their score influence their score. Therefore, was concluded that the use of a Blended learning model affect the learners’ achievement. Moreover, Students' perceptions were positive and confirm the perception was in line with the students’ grade in vocabulary achievement.]]>
<![CDATA[An Analysis on Gender Representation in Cambridge Checkpoint English Coursebook ]]>
<![CDATA[Dwina Mei Ekowati]]>;
<![CDATA[Nurdin Noni]]>;
<![CDATA[Haryanto Atmowardoyo]]>
<![CDATA[ Celebes Journal of Language Studies Vol. 1 No. 1 June 2021 ]]>
Publisher : <![CDATA[Har Press Indonesia ]]>
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DOI: 10.51629/cjls.v1i1.40
<![CDATA[The main focus of this study is to explore the representation of gender in Cambridge Checkpoint English Coursebook. The negative connotation of women stereotype in English Foreign Language (EFL) textbook potentially affects students’ negative perceptions and misconceptions about gender identity. The findings of previous studies on gender issues in language textbooks mostly indicate that they presented gender biases and stereotypes, but some studies reported positive images of women. To continue a critical discourse analysis (CDA) of EFL textbooks from a feminist perspective, the present study looks at visual and textual discourses representing images of women in EFL textbooks in Cambridge Checkpoint used by one private school in Makassar named Bina Citra Indonesia School. The findings reveal that the textbook represent gender stereotype in many Gender Analysis Pathway (GAP) area such as; gender GAP in culture area especially a stereotype of emotionally expressive woman and the stereotype of woman must be married at certain age, gender GAP in politic area, economic, health area and gender GAP in education area. Some gender discourses expressed by female characters and social actors. The result of research found that the textbooks support the continuation of gender biases and stereotypes. This textual study suggests that as English plays an increasingly important role in a transcultural and post-feminist world, the writers of English textbooks must pay attention to the issue of gender in language education.]]>
