Articles
<![CDATA[NOVICE EFL TEACHERS’ PROFESSIONAL DEVELOPMENT: A NARRATIVE INQUIRY INTO MICRO-LEVEL DEVELOPMENT PROCESS ]]>
<![CDATA[Ikrar Ikrar]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 1 (2023): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v5i1.613
<![CDATA[Educational researchers have made great strides in theorizing teacher professional development, though attention is still concentrated on isolated mental processes. This study therefore reports on a narrative inquiry aiming to find out micro-level development process that occurs in two novice EFL teachers and also to reveal the features of teacher’s change that appear to facilitate English language teaching and learning. A variety of data collection techniques including; narrative frame, field notes, semi-structured interview and stimulated recall interview are used to make teachers’ behavioral, attitudinal and intellectual component of micro-level development explicit. Two overarching themes that emerge in this narrative inquiry are; the route to be a good English teacher and rediscovering the passion to teach. The important key finding of this study is that the early year of teaching is sensitively crucial to EFL teachers’ micro-level development, which is characterized by a positive shift from constructive experiences and aspiration of better English language learning process to internalization of empathy, attentive and responsive manner. Another key finding of this study is that all the novice EFL teachers who spoke positively about implementing changes in their classroom practices, embraced most of the process of micro level development that occurred, based on intuition, without clear theoretical underpinning of pedagogy, and merely classroom-bound focus. However, this study contributes to the current knowledge in relation to the crucial role of three distinct patterns of PD; discontent, aspiration and without intention]]>
<![CDATA[Implementing Discovery Learning Method in Teaching Reading Comprehension at Senior High School ]]>
<![CDATA[Titi Damayanti]]>;
<![CDATA[Sultan Baa]]>;
<![CDATA[Fatimah Hidayahni Amin]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v11i1.3817
<![CDATA[This research aims at finding out: (1) whether EFL students’ reading comprehension improves with the Discovery Learning Method (DLM) in teaching reading or not, and (2) the students’ perceptions of the developing Reading Comprehension with the DLM. This research applied a pre-experimental with One Group Pre-test and Post-test design to assess the improvement of students’ Reading Comprehension and a questionnaire was used to find out the students’ perception of the DLM in English Reading Classroom. Thirty-six (36) students of XI Science 2 at SMAN 2 Baubau were selected as participants of the study using Cluster Random Sampling technique. The pre-test and post-test results were obtained from students’ reading tests and then analyzed by using IBM Statistic SPSS 25 Software. Questionnaire responses were classified into four (4) main indicators: the benefit, the interest, the activities, and the implementation. The study discovered: (1) the average result of the pre-test was 64.44 and in post-test was 76.91. It can be concluded that there is a significant effect of implementing DLM on students' Reading Comprehension; (2) the findings of students' perceptions based on the frequency, showed that average students agreed that DLM could improve their reading comprehension based on the four indicators: the benefit (63.9%), the interest (58.3%), the activities (50%), and the implementation (52.9%).]]>
<![CDATA[A Study on the Effectiveness of Using Digital Material of Podcast to Improve Students’ Speaking Ability ]]>
<![CDATA[Rahmi Aulia Amir]]>;
<![CDATA[Chairil Anwar Korompot]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 2, No 2, April (2023): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aimed to assess whether the use of podcasts to improve students' speaking ability is effective. The speaking ability measured consisted of five levels: pronunciation, intonation, fluency, accuracy, and comprehension. This study was designed as a pre-experiment one group pre-test and post-test which involved 30 students at the class XI MIPA 1, SMAN 9 Sinjai, Sinjai. Research data was collected using a speaking test. Data were analyzed with descriptive statistics and paired samples test using SPSS type 16.00. A significant level was determined at α = 0.05. The result of the study indicated that the use of digital material podcasts is effective in improving students’ speaking ability. The students achieved better speaking ability and reached higher post-test scores on average. It indicates that the implementation of the digital material podcast had a significant effect on students’ speaking ability, which includes pronunciation, intonation, fluency, accuracy, and comprehension. Based on the results of the research, it can be concluded that the use of digital material podcasts was effective in improving the students’ speaking ability. The findings suggest that the process of speaking after the podcast was implemented can develop students’ speaking ability. Future research could discuss the results of a test conducted to investigate the effectiveness of the digital material of podcast approach based on the student’s favorite types of podcasts.]]>
<![CDATA[The Efficacy of Picture Series from Popular Indonesian Fairy Tales in Improving Year 11 Students' English-Speaking Skills ]]>
<![CDATA[Nurjihan Nabilah Noor]]>;
<![CDATA[Chairil Anwar Korompot]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ Journal of Excellence in English Language Education Vol 2, No 2, April (2023): Journal of Excellence in English Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris FBS UNM ]]>
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<![CDATA[This study aimed to determine whether the picture series from popular Indonesian fairy tales improved Year 11 students' English-speaking proficiency. A pre-experimental study involving one group pre-test and post-test, this research was carried out at SMAN 1 Tinambung, a public senior high school in the Polewali Mandar Regency, West Sulawesi Province, Indonesia, in the 2021-2022 academic year. The sample of this research was Year 11 students who were recruited using a cluster random sampling technique. The respondents were chosen from a class consisting of 30 students. Employing quantitative methods, the researchers used a speaking test as a research instrument. The data collection technique was a speaking test administered to the students as a pre-test and a post-test. The students' speaking ability scores from the pre-test to the post-test showed a significant difference. It was found that (t = -9.635, p = 0.0005) was 0.000 < 0.05. The students' speaking improvement scores from the pre-test to the post-test showed a significant difference. The results showed that the mean value of the pre-test was 42.53 with a standard deviation of 13.14, while the average value of the post-test was 57.33 with a standard deviation of 8.55. The findings mean there is an increase in the English-speaking skills of SMAN 1 Tinambung students thanks to the use of picture series from popular Indonesian fairy tales. This finding shows that applying picture series from popular Indonesian fairy tales effectively improved the students' English speaking skills.]]>
<![CDATA[Pengembangan Perangkat Pembelajaran Bahasa Inggris Model Terpadu (Integrated) Melalui Pendekatan “Content-Based Instruction (CBI)”Siswa SMK di Sulawesi Selatan ]]>
<![CDATA[Sultan Baa]]>
<![CDATA[ Seminar Nasional LP2M UNM 2017 ]]>
Publisher : <![CDATA[Seminar Nasional LP2M UNM ]]>
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<![CDATA[Masalah dalam penelitian ini adalah bagaimana mengembangkan perangkat pembelajaran Bahasa Inggris untuk siswa Kelas X SMK di Sulawesi Selatan dengan pendekatan “Content -based Instruction (CBI)”.Penelitian ini adalah penelitian pengembangan perangkat pembelajaran Bahasa Inggris Model Terpadu (Integrated) dengan pendekatan “Content based Instruction (CBI)” yang diharapkan dapat meningkatkan kemampuan Bahasa Inggris Siswa kelas X SMK. Sampel penelitian ini adalah siswa-siswa dan guru-guru di Sekolah Menengah Kejuruan di Makassar dan Gowa.Penelitian dirancang dalam tiga tahapan. Pada tahun pertama (2015) adalah tahap pengembangan yaitu melakukan kajian tentang perangkat pembelajaran yang dipakai saat itu dan mendesain rancangan awal pembelajaran berbasis CBI.Pada tahap kedua (tahun 2016), penelitian telah mengembangkan desain perangkat pembelajaran buku ajar, dan pada tahun ketiga (2017) penelitian akan menvalidasi buku ajar yang telah dibuat untuk bisa digunakan secara meluas di SMK-SMk yang ada di Sulawesi Selatan. Yang akan dipresentasikan dalam artikel ini adalah hasil ujicoba perangkat pembelajaran di sekolah-sekolah sampel yang terdiri dari (1) Implementasi pembelajaran bahasa Inggris berbasis CBI; (2) Tanggapan guru terhadap pembelajaran bahasa Inggris dengan pendekatan CBI; dan (3) Tanggapan siswa terhadap pembelajaran bahasa Inggris dengan pendekatan CBI Kata kunci: pengembangan perangkat pembelajaran, bahasa Inggris, Content-Based Instruction, SMK]]>
<![CDATA[THE CORRELATION BETWEEN PLAYING INTENSITY OF ONLINE GAME AND ENGLISH VOCABULARY MASTERY IN SMPN 7 SINJAI ]]>
<![CDATA[A. Nur Wafiq Azizah]]>;
<![CDATA[Nurdin Noni]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 1 Feb (2023): Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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<![CDATA[This study aims to determine the relationship between the intensity of playing online games and students' vocabulary mastery and student opinions regarding the use of online games in learning English vocabulary. This study used a mixed-method research design. Data collection in this study was conducted by conducting vocabulary tests for 30 students and interviewing 6 students from SMPN 7 Sinjai. The results of the study showed that there was a correlation between playing online games with students' vocabulary mastery and their perception of the use of online games in learning English vocabulary where students say that through online games, they are helped in mastering English vocabulary and broaden their vocabulary horizons where in this case students indirectly practice learning methods while playing.Keywords— online game, correlation, and perception of students.]]>
<![CDATA[THE IMPLEMENTATION OF HERRINGBONE TECHNIQUE TO IMPROVE STUDENTS READING COMPREHENSION ]]>
<![CDATA[Nurhasina Nurhasina]]>;
<![CDATA[Sultan Baa]]>;
<![CDATA[Maemuna Muhayyang]]>
<![CDATA[ PERFORMANCE: JOURNAL OF ENGLISH EDUCATION AND LITERATURE Vol 2, No 2 May (2023): Performance: Journal of English Education and Literature ]]>
Publisher : <![CDATA[State University of Makassar ]]>
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<![CDATA[The objective of the study was to determine whether or not using herringbone technique increased students' reading comprehension. The pre-experimental design technique was employed in this study. The population in this study was Grade 9 students of SMP Telkom Makassar 2022/2023 academic year. Twenty nine (29) students were selected as samples of the study using cluster random sampling technique. The results of statistical analysis at the level of significant (a) 0.05 with a degree of freedom (df) = 28 and a p value (sig.2- tailed ) of 0.000 showed a significant difference between the pre-test and post-test results of the students exams. In other words, the results of the sig.2 tailed of the students post test were greater than the level of significance (0.000<0.05. It can be concluded that the use of Herringbone techniques could improve the EFL students’ reading comprehension. Keywords— implementation, herringbone techniques, improving, reading comprehension]]>
<![CDATA[The Effects of the Application of Think Pair Share (TPS) on the Students’ Speaking Achievement and Anxiety ]]>
<![CDATA[Baso Ahmad Khaeruddin]]>;
<![CDATA[Amirullah Abduh]]>;
<![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 objective of this study was to determine the students’ achievement and anxiety by the implement of the think pair share method teaching speaking skill at SMA Insan Cendekia Syeh Yusuf Gowa. The study is designed in this study was quantitative with post-test and pre-test of the students tenth grade SMA Insan Cendekia Syeh Yusuf Gowa's academic year 2022-2023. The population of this study is class X was used as the sample, and it was chosen using a random selection procedure. The findings demonstrated that the mean scores of post-test of students was greater than the mean pre-test scores; the post-test mean score was (90.5333), whereas the mean score pre-test was (81.0667). The score from the alternative hypothesis (H1) is approved, hypothesis (H0) is rejected. The results of this study indicates that implementing THINK PAIR SHARE to students in Class X of SMA Insan Cendekia Syeh Yusuf Gowa was significantly improved the students’ achievement and reduce speaking anxiety. Keywords—Think Pair Share, Teaching speaking skill, Speaking achievement and anxiety]]>
<![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[THE IMPLEMENTATION OF MERDEKA CURRICULUM IN MAKASSAR SOUTH SULAWESI: EFL ISLAMIC SCHOOL TEACHERS’ PERCEPTIONS ]]>
<![CDATA[Amri Amsyari Said]]>;
<![CDATA[Amirullah Amirullah]]>;
<![CDATA[Sultan Baa]]>
<![CDATA[ KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 5 No 3 (2023): Klasikal: Journal of Education, Language Teaching and Science ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.52208/klasikal.v5i3.1097
<![CDATA[This research aimed at finding out EFL Islamic School teachers' perceptions toward the implemention of Merdeka Curriculum in their schools. This reasearch applied case study research design. Two Islamic Schools in Makassar South Sulawesi were selected as subject of the study. Five EFL teachers of those schools were selested as participants of the study using purposive sampling technique. Those teachers were asked about their perceptions related to their readiness in implementing Merdeka Curriculum, their challenges in implementing the Merdeka Curriculum, and their suggestions on the challenges in implementing Merdeka Curriculum in their schools. The data then analysed using Miles and Huberman qualitative data analysis. The research results showed: 1) Most of the teachers were ready to implement the Merdeka Curriculum in their schools, which can be seen from the readiness of creating lesson planning, learning processes, and assessment; 2) The challenges faced by EFL teachers in Islamic schools include: disparate grasp of the Merdeka Curriculum implementation among school supervisors, teachers have difficulties in implementing differentiated learning, lack of ability in using technology-based learning media, and lack of facilities and infrastructure; 3) Teacher suggestions on the challenges in implementing the Merdeka Curriculum include: unifying the understanding of school supervisors regarding the implementation of the Merdeka Curriculum, providing training for teachers to work on learning tools, and providing special training according to subject matter, and providing adequate facilities and infrastructure, such as library to support the implementation of Merdeka Curriculum]]>
