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All Journal Celebes Journal of Language Studies
Baso Jabu
Universitas Negeri Makassar, Makassar, Indonesia
Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers’ Understanding on Their Roles in Online Learning: (A Case Study at A Senior High School in Makassar) Hadira Hadira; Kisman Salija; Baso Jabu
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.53

Abstract

This research tried to investigate the teacher’s understanding on their roles, to find out problems and to reveal solutions of the problems that the teacher met during online learning. This research was qualitative research, a case study, with two teachers as subjects. The instruments used were interview and documentation. There were five aspects used to find teachers’ understanding, namely designer/ planning role, social role, cognitive role, technological domain and managerial domain. It was found out that teachers had done and understood their role in online learning. The problems were from their students, namely lack understanding of instruction from the teacher, attendance, submitting task, and feeling bored and tired with online learning. There was also problem from the teacher related to the app used. The teachers overcame the problems from students by giving repetition so the students understood, reporting the lateness of students and sending material via WhatsApp group to the students who can’t join the class, giving additional time to submit task, trying to communicate well about the problem students had and giving clear instructions. For the Zoom app, the teacher had to login again.
The Assessment on Reading Comprehension at SMAN 22 Makassar Adi Nugraha; Baso Jabu; Haryanto Atmowardoyo
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.55

Abstract

Assessment in reading comprehension is very important for students to know their ability. Using the right assessment can affect the development of the students reading comprehension. This research aims at finding out the type of assessment that teachers use, why teachers prefer to use the current assessment, and the teacher preparation, implementation, and score the students reading comprehension. The data were taken through interviews and observation. The subject of the research was the teacher of SMAN 22 Makassar. The result of this research: The type of assessment used by teachers at SMAN 22 in assessing reading comprehension is formative assessment. In the assessment aspect of reading comprehension, not all aspects are taken by the teacher in assessing students' reading comprehension, only a few aspects, namely main idea, supporting detail and vocabulary, and likewise, the components in reading comprehension, only a few are taken by the teacher, namely vocabulary, fluency, and comprehension. In using the assessment to assess the students' reading comprehension, the teacher also adjusts to the KD given to the teacher. With this KD the teacher will adjust what assessment should be used and also in each test the teacher gives students so that they know the progress of their reading comprehension will be adjusted to the abilities of the students. The teacher always prepares whatever is needed in teaching reading comprehension. In each lesson, the teacher implements the teaching from the lesson plan and give score to the students based on the result of the answers in the given task format.
Conversation Analysis of Repair in EFL Classroom Rifhani Handayani L; Syarifuddin Dollah; Baso Jabu
Celebes Journal of Language Studies Vol. 1, No. 2 December 2021
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/cjls.v1i2.56

Abstract

This research aims to: (1) describe the types of repair occurred during the conversation of the participants in the EFL classroom, (2) disclose the didactic repair occurred during the conversation in EFL classroom, and (3) examine the trouble source in the EFL classroom. This study applied descriptive qualitative method. The participants were the teacher and students at the XII Grade MIPA 1 of SMAN 1 Jeneponto. The research instruments employed in this research were observation and interview. Techniques of data collection were observation (e.g. recording and observational checklist), note-taking technique, and interview. The research findings showed three things. Initially, there were 41 repairs uttered by the participants in the EFL classroom which belonged to four types of repairs, i.e. self-initiated self-repair, self-initiated other repair, other-initiated self-repair, and other initiated other repair. Other-initiated other repair was the most often appearing types of repair, i.e. 22 times. Besides, the didactic repairs were also discovered, including form-and-accuracy (13 times of occurrence), and meaning-and-fluency (16 times of occurrence). However, there were several repairs which were not categorized into any of context of the didactic repair. Therefore, the researcher put them into other items in order to make them well arranged. Next, the common problems appeared within the conversation between teacher and students (or student and student) were mostly about the problem of understanding, then, followed by the linguistics problem of the student, and the technical problem i.e. mishearing and non-hearing.
Co-Authors Adi Nugraha Andi Ikhsan Anggriawan M Hadira Hadira Haryanto Atmowardoyo Ira Syahya Ningsi Kisman Salija Rifhani Handayani L Syarifuddin Dollah