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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian TESOL Journal Klasikal: Journal of Education, Language Teaching and Science International Journal of Humanities and Innovation (IJHI) Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE
Sultan Baa
English Department, Faculty Of Languages And Literature, Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Chemistry Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Investigating Rupi Kaur’s selected poems: an analysis of figurative language Ferawati Ferawati; Sultan Baa; Iskandar Iskandar
International Journal of Humanities and Innovation (IJHI) Vol. 5 No. 1 (2022): March
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v5i1.142

Abstract

This research describes figurative language in Rupi Kaur’s selected poem in her book of poems, Milk and Honey, The Hurting. This research focused on the type of speech found and then analyzed its meaning. This research used descriptive qualitative using the theory of figurative language by Keraf. The authors read selected poems and interpreted them. Then find out the type of Figurative language used and the meaning of the selected poems by Rupi Kaur, The Hurting. This research showed that Rupi Kaur combined some figurative languages in her poems. The result of analyzing poems found eight types of figurative language. Those figurative languages are simile, metaphor, personification, epithet, synecdoche (totem pro-parte and pars-prototo), metonymy, apophasis, and alliteration. The poet creating and using this figurative language is a way to express her ideas, feelings, and thoughts about rape, sex, and abuse
Students' Speaking Anxiety during Online Learning: Causal Factors and Strategies to Overcome Them (A Narrative Inquiry Study at Islamic Senior Secondary School (MAN) Insan Cendekia Gowa) Muhammad Alauddin Nur; Sultan Baa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2687

Abstract

Anxiety has been considered as one of the obstacles in learning English and a common issue in the EFL teaching and learning. In speaking, it also debilitates the opportunity of English Foreign Language (EFL) students to speak English. Several studies have been conducted to discover the causes and straegies to overcome them in traditional classroom. To date, not many studies have focused on students’ anxiety in online learning. Therefore, this study was designed to reveal the causal factors of the students’ speaking anxiety and strategies to overcome them during online learning at Islamic senior secondary school setting. The study employed narrative inquiry approach and used interview as the main instrument of data collection. Four students of Islamic Senior Secondary School (MAN) Insan Cendekia Gowa whom selected to be the participants of the study using purposive sampling technique. The result of this study establishes two main findings. Firstly, the causal factors of students' speaking anxiety during online learning were divided into internal and external factors. The internal factors consisted  of lack of confidence, shyness, fear of making mistake, and feeling insecure. The external factors consisted of lack of preparation, limited vocabulary, friends or classmates, embarrassment, teachers’ teaching style. The study found that the external factors are indicated as the most dominant causes of students' speaking anxiety. Furthermore, the study highlights several strategies used by the students to overcome their speaking anxiety, namely: good preparation (lecture note), peer seeking, keeping silent or calm, practice speaking at home, turning the camera off, using ‘google translator’, and limiting speaking duration.
The Relationship between Cognitive Styles and English Productive Skills of Vocational High School Students in Makassar Andi Nurfadillah Hamzah; Sultan Baa
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2742

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The objectives of this research were (1) to find out the eleventh-grade students’ cognitive styles classification of SMK Telkom Makassar; (2) to find out the eleventh-grade students’ productive skills achievement of SMK Telkom Makassar; (3) to find out whether there is correlation between cognitive style and productive skills at the eleventh-grade students of SMK Telkom in the academic year of 2020/2021. The design of this research was correlational design. The total sample was chosen using quota sampling consisted of 30 tourism students in the eleventh grade at SMK Telkom Makassar in the academic year of 2020/2021. The instruments to collect the data were cognitive style test, speaking test and writing test. Group Embedded Figure Test (GEFT) was used to collect the cognitive style data while the speaking and writing test were used to collect the speaking and writing ability. In analyzing the data, the study used Person Product Moment formula to find the coefficient correlation and simple linear regression to find the significance and linearity of the variables. The findings indicated that (1) there were 16 Field Dependent (FD) students and 14 Field Independent (FI) students; (2) most of the students had poor achievement in speaking and writing test and there were a weak, positive correlation between students’ cognitive style and productive skills; (3) it was showed that the contribution of cognitive style to students’ speaking ability was 14.8%, and the contribution of cognitive style to students’ writing ability was 20.5%. Therefore, the study concluded that there was significant correlation between cognitive style and English productive skills of the eleventh grade students of SMK Telkom Makassar in the academic year of 2020/2021.
THE IMPLEMENTATION OF SOCIO-AFFECTIVE STRATEGIES IN IMPROVING INDONESIAN JUNIOR SECONDARY SCHOOL STUDENTS’ SPEAKING ABILITY Nurwandi Nurwandi; Chairil Anwar Korompot; Sultan Baa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 1 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i1.125

Abstract

The study aimed at finding out: (1) whether the implementation of socio-affective strategies could improve Indonesian junior secondary school students’ English speaking ability; and (2) the students’ perceptions on the implementation of socio-affective strategies in teaching and learning English speaking skill. The study employed quantitative research method. Pre-experimental research design was used to assess the improvement of the students’ English speaking ability and questionnaire was used to find out the students’ perception on socio-affective strategies in English speaking classroom. Thirty three (33) seven grade students of Public Islamic Junior Secondary School (MTs. Negeri) Gowa Regency South Sulawesi Province were taken as samples of the study by using cluster random sampling technique. The pre-test and post-test results were collected from the students’ speaking assessment then analyzed by using IBM Statistic SPSS 20 Software. Questionnaire responses were classified into sub-themes and then analyzed using percentage. The study found: (1) the t-test value of English speaking ability was greater than t-table (16.476>1.693). Therefore, the alternative hypothesis (H1) was accepted and null hypothesis (H0) was rejected. It can be concluded that there was significant improvement on students’ English speaking ability by implementing socio-affective strategies at the seventh grade students of MTs Negeri Gowa Regency; (2) the result of questionnaire analysis showed that the students had positive responses to the implementation of socio-affective strategies in speaking class with the range score of 130-142. In addition, the students believed that socio-affective strategies have benefit to their interest and behavior toward language learning, and improved their English speaking ability.
TEACHER’S INTERPERSONAL COMMUNICATION AND ITS IMPACTS ON STUDENTS’ MOTIVATION IN EFL LEARNING Aqzhariady Khartha; Sultan Baa; Chairil Anwar Korompot
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 1 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i1.137

Abstract

This research attempted to reveal the types of interpersonal communication used by an English teacher in the teaching and learning process, the factors that influence it, and its impacts on students’ motivation in EFL learning at SMPN 10 Makassar. To analyze the data for this research, a descriptive qualitative method was used. The English teacher and 5 students who were involved in Zoom meetings were taken as the subject of this research. The data was gained from classroom observation and interviews. This research found that there were 15 types of verbal and 6 types of non-verbal interpersonal communication used by the teacher during the lesson. This research also found the factors that can support interpersonal communication between teachers and students. Those factors include understanding, closeness, good feedback, affection, empathy, equality, ethic, positiveness, supportiveness, openness between teachers and students; and adequate virtual communication media. On the flip side, the factors that can inhibit the effectiveness of interpersonal communication include there is no understanding, openness, affection, and respect between teachers and students; and the other factors come from passive communicants (students), inadequate virtual communication media, and noise generated during the teaching-learning process. The result of the findings also showed that there were positive and negative impacts that students felt from the teacher's interpersonal communication on their motivation to learn English
WHAT CONSIDERATIONS SHOULD THE EFL/ESL TEACHER TAKE INTO ACCOUNT WHEN TEACHING VOCABULARY? Sultan Baa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 1 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i1.138

Abstract

As foreign language/second language (EFL/ESL) learners, vocabulary mastery is one of the important aspects of English. The centre of language teaching and important for language learners are aspects of vocabulary. Several studies have shown that teaching vocabulary can be considered a problem because some teachers are unsure about best practices in teaching and are not really aware of ways to initiate instructional vocabulary learning (Berne & Blachowicz, 2008). This article presents four aspects the EFL/ESL teacher might take into account when teaching vocabulary, namely: focus on frequent words, strategies for dealing with unknown words, lexical approach in teaching vocabulary, and semantic fields in vocabulary teaching.
Pelatihan pembuatan perpustakaan online berbasis EndNote program pada penulisan karya ilmiah Sultan Baa; Haryanto Haryanto; Mardiyanah Nasta
Seminar Nasional Pengabdian Kepada Masyarakat Vol 2019, No 7: PROSIDING 7
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (36.786 KB)

Abstract

English Education Study Program is one of the study programs within the English Department of UNM. As one of the lecturers who taught Writing IV subject for the Semester IV students of English Department of UNM, I found that many students still have lack ability to write reference style correctly and precisely. In order to overcome this problem, it was needed a training for these students in improving their knowledge and skills in the area by using referencing software. The purpose of the training was to improve the students’ ability in making online library by using reference software called EndNote Program and be able to apply in writing references or bibliography in academic writing. The training was conducted for four weeks during May-June 2019. The methods used in this training were presentation and simulation. The assessments were conducted after the training using observation sheets. The results of the test indicated that the majority of the participants improved their ability in making online library and could use EndNote Program in writing their references.  Considering the benefits of the program and the high motivation of the participants, it is recommended that similar training should be carried out to other students in this study program.
Pelatihan Pembuatan Perpustakaan Online Berbasis Endnote Program dan Penerapannya pada Penulisan Karya Ilmiah Mahasiswa Prodi Pendidikan Bahasa Inggris UNM Sultan Baa; Samtidar Samtidar; Mardiyanah Nasta
Seminar Nasional Pengabdian Kepada Masyarakat PROSIDING EDISI 7: SEMNAS 2020
Publisher : Seminar Nasional Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (378.556 KB)

Abstract

Progam Studi Pendidikan Bahasa Inggris Kelas Parepare adalah satu dari tiga program studi yang ada di Jurusan Bahasa Inggris UNM. Sebagai salah seorang dosen pengampu mata kuliah Writing bagi mahasiswa Bahasa Inggris Universitas Negeri Makassar selama beberapa tahun terakhir, saya melihat bahwa salah satu kemampuan yang harus dimiliki oleh mahasiswa agar dapat menulis artikel ilmiah dengan baik adalah kemampuan menulis bibliografi yang benar dan akurat.  Beberapa tehnik penulisan bibliografi  sebenarnya telah diajarkan kepada mereka  secara manual di perkuliahan mata kuliah Writing. Akan tetapi karena menggunakan panduan secara manual, kebanyakan dari mereka mengalami kesulitan dan tidak bisa konsisten dalam penulisannya sehingga memerlukan pelatihan dengan menggunakan software untuk dapat meningkatkan kemampuan menulis bibliografi secara benar dan akurat. Pelatihan ini bertujuan untuk memperkenalkan dan melatih mahasiswa untuk membuat perpustakaan online dan menerapkan dalam menulis referensi dan bibliografi dalam tulisan ilmiah menggunakan software EndNote yang sudah telah diakui secara internasional dan telah digunakan di negara-negara maju. Metode yang digunakan adalah diskusi dan simulasi. Kegiatan ini telah dilaksanakan selama 4 minggu pada bulan September dan Oktoiber 2020.  Setelah dan selama kegiatan berlangsung telah diadakan penilaian. Penilaian keberhasilan mereka tersebut diukur melalui observation sheet dan angket. Hasil observasi menunjukkan setelah peserta mengikuti kegiatan pelatihan, hampir semua peserta menunjukkan kemampuan menggunakan EndNote Program. Kegiatan serupa masih perlu diadakan bagi mahasiswa yang lain mengingat motivasi dan minat peserta terhadap pelatihan in sangat besar.
Content-Based Language Teaching (CBLT) in ESP Courses in Indonesian Higher Education: A case study Muliati Muliati; Syarifuddin Dollah; Sultan Baa
Indonesian TESOL Journal Vol 4, No 2 (2022): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v4i2.2497

Abstract

This study explores the implementation of CBLT in ESP courses within Indonesian higher education. It identifies categories of assessment within that implementation through a variety of classroom activities. The study looks at learning outcomes in which CBLT makes an impact on ESP learning, at types of teaching preparation, at teaching materials, and at various teaching methods employed in CBLT implementation. This research applies a case study research design, focused on Indonesian higher education, specifically Bosowa University, Makassar. Seven lecturers and ten students from the university’s non-English department were selected as participants in the study. They were selected purposively, as they had implemented CBLT in ESP courses in their classes. The instruments of data collection were documentation, observation, and interview. The findings of the study show that by implementing CBLT, the lecturers believed that they could teach the ESP courses more effectively. In addition, lecturers were able to manage and organise content material in their ESP teaching. Students enhanced their knowledge of specific English, as well as their communicative competence in real life, elevating the vocabulary pertaining to their disciplines. Finally, students believe that CBLT offers many opportunities for meaningful and purposeful language use. Detailed findings are presented here, and their implications discussed.
THE VARIOUS ROLES OF REPETITION IN FEMALE EFL TEACHERS’ SPOKEN DISCOURSE Abdul Karim; Sultan Baa
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 2 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i2.283

Abstract

This research focuses on analyzing the various roles of repetition that appear in female EFL teachers’ spoken discourse. The subjects were two English teachers who teach Senior High Schools in Gowa Regency. They were taken by using deliberate or purposive sampling. The details were, each teacher was from SMA INSAN CENDEKIA SYECH YUSUF GOWA. The research instruments were interview, video recording, and documentations. Based on data analysis, it gathered several results; first, there were five roles of repetition which frequently appeared in the teachers spoken discourse namely, repetition as participatory listenership, ratifying listenership, expanding, evaluation through patterned rhythm, and humor (Tannen, 2007), from which expanding was the most dominant. Second, the female EFL teachers decide to employ or implement various roles of repetition in their oral communication through three phases, namely identification, determination, and evaluation (Simon, 1977). Having those findings, it is highly supported that by doing repetition properly in the teaching and learning process particularly in English encourages the teachers to maintain more vivid circumstances in their teaching particularly to maintain the students’ focus and the clarity of explanation
Co-Authors A. Nur Wafiq Azizah A.Muliyana A.Azis Abduh, Amirullah Abdul Karim Amirullah Abduh Amirullah Amirullah Amri Amsyari Said Andi Fitri Rahmasari M Andi Muhammad Aidil Navriansyah Andi Nurfadillah Hamzah Anugrah Irsan Aqzhariady Khartha Azizah Hairunniza Baso Ahmad Khaeruddin Baso Jabu, Baso Faisal Ari Setiawan Fatimah Hidayahni Amin Ferawati Ferawati Haryanto Atmowardoyo Ikrar Ikrar Iskandar Iskandar Istiqamah Istiqamah Kisman Salija Korompot, Chairil Anwar Maemuna Muhayyang Mardiyanah Nasta Muh. Tahir Muhammad Alauddin Nur Muhammad Asfah Rahman Muliati Muliati Nandha Amelya Nur Aeni Nur Indrawati Nawir Nur Lindawati Nurdin Noni Nurhasina Nurhasina Nurjihan Nabilah Noor Nurul Fadhilah Gazali Nurul Maghfirah Nurul Ramadhani Nurwandi Nurwandi Rahmi Aulia Amir Samtidar Samtidar Samtidar Samtidar Sari Sari Sri Putri Ramadhani Syarifuddin Dollah Titi Damayanti Wahyuddin Wahyuddin