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All Journal English Language Teaching Methodology (ELTM)
Hijrah
Universitas Muhammadiyah Makassar,Indonesia
Social Sciences

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STUDENTS’ LEARNING STRATEGIES IN VERBAL PRESENTATION IN THE FOURTH SEMESTER ENGLISH DEPARTMENT AT MUHAMMADIYAH UNIVERSITY OF MAKASSAR Eka Rahmawati; Nurdevi Bte Abdul; Hijrah
English Language Teaching Methodology Vol. 1 No. 2 (2021): ELTM: Classroom Instruction
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.043 KB)

Abstract

This research aims to identify the learning strategies used by students in verbal presentation in the fourth semester English department at Muhammadiyah University of Makassar and to explain the way of verbal presentation strategy apply by students at Muhammadiyah University of Makassar. In this research, the researchers used descriptive qualitative design. The researcher did not used direct interview or face to face but the researcher conducted the interview via online. The result of this research showed that the students at Muhammadiyah University of Makassar used several learning strategies in verbal presentation, they are extempore strategy, memorandum strategy, and small note strategy but there is the most dominant strategy that used by student in verbal presentation, it is extempore strategy. In delivered their presentation there are several ways, 1). The speaker prepares the material with an outline only then during the presentation it will be explained in detail, 2). The student do not used the script in its delivery, the student only makes preparations by memorizing from the text where the contents are about the information to be conveyed, or 3). The student use note to write key word, several important note or key note. All of the learning strategies in verbal presentation that used by students can help students’ to make well their presentation in front of class.
The Analysis of Formal and Informal Learning in Crossover Learning Strategy to Students’ Activeness at SMP Negeri 29 Makassar Sitti Mariana; Ummi Khaerati Syam; Hijrah
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.215

Abstract

This research aimed to analyze the crossover learning strategy in student activeness. The researcher used descriptive qualitative method. The subject of this research was the Seventh grade studets at SMP Negeri 29 Makassar. The researcher used an observation and interviews as instruments to collect the data in this research.Based on the results of the study, the results showed that the types of formal and informal learning in students' crossover learning strategies were formal learning carried out in the classroom while informal learning was outside the classroom (done at home). The implementation of the crossover learning strategy in the learning process is very helpful in achieving the learning atmosphere desired by teachers and students connecting formal (in the classroom) and informal learning (at home) so that students are able to play an active role in the learning process, students are also required to seek more information so that the material conveyed in more detail and clearly and able to solve problems, students are also able to answer questions and discuss with their friends. In this case students are more motivated, more disciplined in learning and responsible.
Class Interaction Analysis in English Learning Based On Flanders Interaction Analysis Category System (FIACS) Danti Novianti; Hijrah; Nunung Anugrawati
English Language Teaching Methodology Vol. 3 No. 1 (2023): English Language Teaching Method
Publisher : FKIP Unismuh Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/eltm.v3i1.222

Abstract

The objective of this research is to describe the kinds of classroom interaction take place between teacher and student and describes what is the most dominant talk take place in classroom interaction based on the Flanders Class Interaction Analysis Category System (FIACS).This research used descriptive qualitative research. The data of this study are the interaction between teacher and students in the classroom. The data were taken by recording the classroom interaction. The subject of this research was 17 students and one English Teacher. The researcher used observation for techniques of collecting data. Flanders Interaction Analysis used to identify and analyze teacher and students interaction in classroom.Based on the result of this study, it could be concluded there are 10 categories of interaction, 7 categories of teacher talk, such as accepts feelings, praises or encourage, accepts or uses students ideas, asking question, lecturing, giving directions, criticizing or justifying authority; 2 categories of students talk namely students talk response and students talk initiation and 1 category of silence. The researcher concludes that the teacher was dominant in the classroom. It proved by the percentage of teacher talk was 58.70% than students talk was 30.34%, and the kinds of classroom interaction, the students participation was 30.34% has higher percentage than others and silence was 10.94%.
Co-Authors Danti Novianti Eka Rahmawati Nunung Anugrawati Nurdevi Bte Abdul Sitti Mariana Ummi Khaerati Syam