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All Journal ELT Worldwide: Journal of English Language Teaching JTechLP ELITERATE : Journal of English Linguistics and Literature Studies Celebes Journal of Language Studies
Iskandar Sulaiman, Iskandar
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF DIFFERENTIATED LEARNING INSTRUCTION IN SMP YPS SINGKOLE Rannu, Ceriati Bahagia; Salija, Kisman; Sulaiman, Iskandar
JTechLP: Journal of Technology in Language Pedagogy Vol 3, No 2, June (2024): JTechLP: Journal of Technology in Language Pedagogy
Publisher : Universitas Negeri Makassar

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Abstract

This study aims to determine the implementation of Differentiated Learning in institutions. This research is qualitative research with a case study type for collecting data using observation and interviews. The data collected is then analyzed using the Miles and Huberman model techniques, namely through data reduction, data display, and conclusion. The research was conducted at SMP YPS Singkole, Sorowako. The results of the research show: 1) Teachers’ perspectives are encouraged to put differentiated instruction in action, take advantage of individual differences, and ensure every student has fair access to learning opportunities. 2) Differentiated learning instruction is successfully implemented by integrating a variety of strategies, including adapting lessons to accommodate varying learning styles, providing engaging and challenging content, and integrating technology and multimedia to boost engagement and encourage lifelong learning. 3) Differentiated learning instruction prioritizes the needs and unique characteristics of each student, creates a learning environment, and ultimately increases student engagement. The results of the study indicate that there have been efforts by teachers and institutions to apply differentiated learning instruction in learning activities.
The Implementation of Student-Centred Learning in Teaching Reading at SMA 10 Luwu Putri, Hardianti Eka; Atmowardoyo, Haryanto; Sulaiman, Iskandar
Celebes Journal of Language Studies Vol. 4 No. 1 June 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i1.182

Abstract

In this millennial era, English has become the common language to use in supporting communication between people from different countries in worldwide. Therefore, the government simultaneously develops human resources in the education sector by submitting the English subject into the education curriculum as one of the significant subjects in the school. As one of the four skill aspects, reading skill is a significant skill for mastering English. The English teachers at school are challenged to prepare the best learning materials to stimulate students’ reading skill. Student-Centred Learning is believed as an effective way to support the material stimulating this skill. This study aims to investigate the implementation of Student-Centred Learning in teaching reading at SMA 10 Luwu. The data of this study were collected from interviews of both students and teachers which had been transcribed by the researcher and also from class observation results to investigate students’ engagement in reading class. The researcher used a qualitative research method to analyze the data which had been analyzed by utilizing the interactive model of data analysis which employs data collection, data condensation, data display, and conclusion. The results of this study lead to several points which are: (1) teachers’ understanding of the student-centred learning paradigm is quite well and SCL has been implemented roundly in SMA 10 Luwu despite several shortcomings that still occur in the learning process, (2) teachers mostly implement some methods of SCL which are auditory intellectually repetition (AIR) learning method, brainstorming method, cooperative script method, and cooperative integrated reading and composition (CIRC), and (3) the weakest aspect of reading engagement that should be highlighted is from cognitive aspects. Specifically, the point of students does not use comprehension strategies well. This is due to students’ low mastery of vocabulary.
A Study on Speaking Skill Difficulties Encountered by the Eleventh-Grade Students of the Islamic Boarding School of Darul Aman Gombara Rahmayanti, Fadilah; Sulaiman, Iskandar; Halim, Abdul
Celebes Journal of Language Studies Vol. 4 No. 1 June 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v4i1.183

Abstract

This research aims to find the students' speaking skill difficulties, the causes of students' difficulties and to know the teacher strategies for overcoming the speaking difficulties encountered by the eleventh-grade students of the Islamic boarding school of Darul Aman Gombara Makassar. The research design of this research is descriptive qualitative. The data were collected through classroom observation and interviews. The findings indicate that (1) The students' speaking skill difficulties encountered by the Islamic Boarding School Darul Aman Gombara students were classified into two aspects; linguistic and non-linguistic problems. The linguistic problems are divided into three kinds; lack of vocabulary, incorrect pronunciation, and lack of grammatical knowledge. Nonlinguistic Problem is divided into Fear of Making Mistakes, shyness, and anxiety. (2) There are some causes of the students' speaking skill difficulties encountered by the Islamic boarding school of Darul Aman Gombara students. Those problems were caused by several problems such as; insufficient subject knowledge, low motivation, limited practice, and English being difficult to learn. (3) and some strategies used by the teacher in overcoming students' speaking skill difficulties were; Games, Role Play, Storytelling, and Brainstorming.
HUMOR IN THE MOVIE “EVERYTHING EVERYWHERE ALL AT ONCE” USING VERBAL AND VISUAL ANALYSIS Safitri, Nurlaila; Sulaiman, Iskandar; Sunra, La
ELITERATE : Journal of English Linguistics and Literature Studies Vol 4, No 2 (2025): Eliterate: Journal of English Linguistics and Literature Studies
Publisher : Faculty of Languages and Literature, Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eliterate.v4i2.54519

Abstract

This research discusses humor in the movie “Everything Everywhere All at Once” using verbal and visual analysis. It aims to analyze verbal and visual humor in the movie using the theory of Shade (1996) to analyze the types and the theory of Berger (2020) to identify the meaning of the verbal and visual humors found in the movie. The research method used in this study is qualitative descriptive method. The results of this research show that there are 12 extract describing verbal and visual humors found in the movie “Everything Everywhere All at Once”. There were 9 types of verbal humors found in the movie. They were jokes, pun, riddle, sarcasm, satire, parody, irony, farce, and wit. There were 3 types of visual humors that are character impersonation, practical jokes, and slapstick. It means that the movie do not fully contain the existing humor.
The Lecturers’ Perception of Digital Games-Based Language Learning at Higher Education Mustari, Sri Hariati; Noni, Nurdin; Salija, Kisman; Sulaiman, Iskandar; Sakkir, Geminastiti
ELT Worldwide: Journal of English Language Teaching Vol 12, No 1: April
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v12i1.71565

Abstract

Digital learning has become a potential learning tool since the COVID-19 pandemic that has caused the use of new technologies including digital games-based language learning. However, the implementation still has different challenges due to technical, instructional and financial barriers. Previous studies suggest exploring more teaching experiences related to the use of digital games-based language learning for future contribution.  This study aims to explore the perception of the lecturers on digital games-based language learning in higher education. To achieve this goal, this study was conducted in an Indonesian higher education, the State University of Makassar by applying a qualitative case study to collect data. The researcher collected the data from 2 lecturers recruited using a convenient sampling technique. The thematic analysis was used to analyze the collected data.  This study explores teacher experiences in using digital games-based language learning in a speaking classroom. This study found that the lecturers perceived that Digital Games-Based Language learning (DGBLL) is useful, easy to use, and have a positive attitude toward its use. From this result, it is claimed academically that digital games-based language learning (DGBLL) can be used in speaking classrooms and modified based on learning objectives, learning outcomes and students’ learning needs.
The Lecturers’ Perception of the Implementation of Content-Based Instruction in Teaching English for Hospitality Kartini; Sulaiman, Iskandar; Sakkir, Geminastiti
Celebes Journal of Language Studies Vol. 5, No. 1 June 2025
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v5i1.226

Abstract

The main purpose of this study is to explore the lecturers’ perceptions on the implementation of Content-Based Instruction (CBI) in teaching English for hospitality at Poltekpar Makassar. Using a qualitative case study design, data were collected through semi-structured interviews with two lecturers and eight students. The results show that the respondents consider CBI as an effective pedagogical strategy, which intertwines language learning with content and makes English instruction more meaningful and transferrable in their future professions within the hospitality industry. CBI also improves language skills along with content knowledge by integrating language instruction into subjects like cooking, customer service and tourism. This method, by engaging students in real-world tasks and practical assignments, fosters contextualized learning, enhances student involvement, and stimulates critical and communicative competence in the learners. Moreover, real-life context and interactive tasks used in class foster more in-depth learning as well as greater student motivation and have increased learners’ confidence to produce in English. Thus, this study underlines CBI as an effective teaching method that equips learners with the language and the profession-relevant skills that are essential in the hospitality industry.
Co-Authors A Halim Geminastiti Sakkir Haryanto Atmowardoyo, Haryanto KARTINI Kisman Salija, Kisman Mustari, Sri Hariati Noni, Nurdin Putri, Hardianti Eka Rahmayanti, Fadilah Rannu, Ceriati Bahagia Safitri, Nurlaila Sunra, La