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All Journal Indonesian Journal of Educational Studies ELT Worldwide: Journal of English Language Teaching EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya IJoLE: International Journal of Language Education UICELL Conference Proceeding Jurnal Mantik Al-Musannif Indonesian TESOL Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Getsempena English Education Journal International Journal of Humanities and Innovation (IJHI) EduLine: Journal of Education and Learning Innovation ARRUS Journal of Social Sciences and Humanities Seminar Nasional Pengabdian Kepada Masyarakat JTechLP JoEELE Tamaddun Sublim: Jurnal Pendidikan Seminar Nasional Hasil Penelitian LP2M UNM PERFORMANCE: JOURNAL OF ENGLSH EDUCATION AND LITERATURE The Eastasouth Journal of Learning and Educations International Journal of Business English and Communication (IJoBEC) Celebes Journal of Language Studies E-CLUE Journal of English Culture, Language, Literature and Education International Journal of Language, Education, and Literature (IJLEL)

Kisman Salija, Kisman

Universitas Negeri Makassar

Author-ID : 561080

Religion Arts Humanities Chemistry Computer Science & IT Dentistry Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Communication Styles used by Effective EFL Teachers in Classroom Interaction Suharni Sudirman; Haryanto Atmowardoyo; Kisman Salija
ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018)
Publisher : Universitas Negeri Makassar

This research was conducted to find out; (1) the characteristics of the effective teachers based on the students’ perception; (2) to describe the communication styles used by EFL teachers in classroom interaction; (3) to find out when and why the teacher used the aggressive, assertive and passive style. This research applied mixed method research. The instruments of this research were questionnaire, observation, and interview. The sample of this research consisted of 265 students at SMA Ummul Mukminin boarding school Makassar, in academic 2017/2018. The subjects of the research were three experienced English teachers. The research finding based on students’ perception to the EFL English teachers in each class showed that Mrs. Wal got 73.5% categorized as very effective teacher, Ms. WN got 76.9% categorized as very effective teacher, Mr. As got 65.2% categorized as effective teacher. The teacher was very effective described by students who had 20 positive attitudes that have to be done and 24 negative attitudes for ineffective teachers that must be avoided. Furthermore, the research revealed three findings in communication styles used by teachers. The first was aggressive style, the second was assertive style, and the third was passive style. The teachers used those styles based on the context and situation during English classroom process. The most dominant communication style used by the teacher was aggressive.

The Implementation of Integrated Technology in Motivating Students of an Accelerated Program at Senior Secondary School Makassar, Indonesia Muhammad Irfan Rahim; Kisman Salija; Sukardi Weda
ELT Worldwide: Journal of English Language Teaching Vol 3, No 2 (2016): ELT Worldwide, October 2016, P-ISSN 23033037
Publisher : Universitas Negeri Makassar

The objectives of this research are to find out: (1) the description of the implementation of integrated technology in an accelerated program in motivating the students in Makassar senior secondary school, (2) the description of how the teacher maintains the motivation of students through integrated technology at accelerated program in Makassar senior secondary school, and (3) the description of the students’ responses to the implementation of integrated technology in an accelerated program in motivating the students in Makassar senior secondary school.This research is qualitative research which done inSMAN17 Makassar. The participants of this research were a teacher and students of an accelerated program. To collect the data, the researcher used recording and interview with the teachers and students. In analysing the data, the researcher used qualitative method. The findings of this research described (1) The implementation of integrated technology at the accelerated program in SMAN 17 Makassar can be described under several categories: kinds of technology used by the teacher, kinds of application or program used by the teacher, the function of technology, the teacher’s ways to teach by using technology, the teacher’s experience in achieving the technology used, the technology facilitation provided in technology integration, the teacher’s ways in teaching English skills, the use of social media in teaching and learning, the reason of choosing E-Mail, the teacher’s ways to minimize unexpected problem along the use of technology, and the technology influence toward student’s motivation (2) The teacher’s ways to maintain the students’ motivation by using integrated technology can be described two some categories: the reasons underlying the importance of technology and the teacher’s ways of indicating and maintaining the students’ motivation. (3) Students’ responses toward the integrated technology could be stated in positive way, they liked it, they were interested, and they preferred studying by using technology. Keyword: Integrated Technology and Students’ Motivation

Learning Strategies Used by Good EFL Adult Learners: a Case Study on University Students in Pare-Pare Buyung Renaldy Adisaputra; Haryanto Atmowardoyo; Kisman Salija
ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018)
Publisher : Universitas Negeri Makassar

This research aimed to find out the good EFL adult learners learning strategies in acquiring the foreign language and how the learning strategies affect the leaners achievement at Universitas Muhammadiyah Parepare. The method used in this research was qualitative method. The instrument were an interview and audio recorder. The participant of the research were the graduate students of Universitas Muhammadiyah Parepare within the age of 25-65 as one of the criteria of adult learners. The result of the research showed that the learning strategies applied by the learner were direct and indirect strategy. Direct strategy covered memory related strategy, cognitive strategy and compensatory strategy while metacognitive strategy, affective strategy and social strategy were included in indirect strategy.

The Influence of Peer Groups on Students’ Anxiety in EFL Learning Hardiyanti Kadir; Kisman Salija
ELT Worldwide: Journal of English Language Teaching Vol 5, No 1 (2018)
Publisher : Universitas Negeri Makassar

This research aimed to identify the factors in peer groups which positively and negatively influence the students’ anxiety in learning English and determine which peer groups have more effect to the students’ anxiety in terms of grouping division by the teacher or by the students. The researcher applied descriptive qualitative research method. The data collection was done through observation and interview. The participants of the research were the second grade students of SMAN 2 Parepare. They were selected by using purposive sampling referring to the English teachers who provide their classrooms in grouping teaching method and also referring to the students who were involved in peer groups. The result of data analysis showed that some factors which positively influence the students’ anxiety in learning English consist of communication skill development, sharing diverse assumption, and collaborative learning. Meanwhile, students’ self-perception, low language proficiency, and peer rejection are factors which negatively influence their anxiety. Besides, competitiveness becomes one factor in peer group which positively and also negatively influence the students’ anxiety in learning English. Furthermore, grouping division by the teacher which created heterogeneous grouping gave better impact to the students’ anxiety in learning than by the students which created homogeneous grouping. Therefore, it is suggested to the English teacher to know how to create a good condition in teaching and learning environment among the students in order that they can do some methods or teaching strategies that provide students to work in a group. They can be more concerned with some factors that cause students’ anxiety and help them to reduce their anxiety in EFL learning.

Playing SAFMEDS and Its Influence on the Vocabulary Learning of Hotel Department Students Hardianti Hardianti; Haryanto Atmowardoyo; Kisman Salija
ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018)
Publisher : Universitas Negeri Makassar

Playing Say All Fast Minute Every Day Shuffled (SAFMEDS), a set of cards containing details in both sides of the cards, has successfully helped many training of fluency and vocabulary development abroad (Quigley (2004); Kubina, Yurich, Durica, & Healy (2015); Beverly, Huge, & Hastings (2016)). However, none of them conducted their researches in the context of vocative education, and focused on English as a Foreign Language (EFL) or English for Specific Purposes (ESP). Thus, by intentionally opening the chance of adapting and transforming SAFMEDS to be applied in vocational high school classroom, the researcher conducted this study to find out whether or not there was any significant difference between the use of SAFMEDS and wordlist in vocabulary learning of two hotel department classrooms, and what are the aspects of vocabulary that might be highly influenced by SAFMEDS itself. This study was conducted purposively in the second grade of hotel department of SMK Negeri 3 Luwuk in the first term of 2017/2018 academic year. An English vocabulary test was administered to collect quantitative data by focusing on playing SAFMEDS containing hotel department terminologies as the core material. Through quasi-experimental research design, the analysis of quantitative data showed that there was a significant difference between the mean score of the students who were learning vocabulary by using SAFMEDS and the mean score of the students who were learning vocabulary by using wordlist. As for the second research question, the researcher found that the aspect of vocabulary which was dominantly affected by the use of SAFMEDS was the aspect of vocabulary in term of form.

Task-Based Learning (TBL) in EFL classroom: from theory to practice Muhammad Badrus Sholeh; Kisman Salija; Sahril Nur
International Journal of Humanities and Innovation (IJHI) Vol. 3 No. 4 (2020): December
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v3i4.97

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

An analysis of students’ Grammar mastery in writing recount text Ainun Nur Oktaviani Agustam; Kisman Salija; Ahmad Talib
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.v5i1.141

The present study aims to find out the students’ ability to write recount text and find out the students’ grammar mastery in writing recount text, and how the grammar errors that the students make relate to their recount text production. This research used mixed methods. A writing test was implemented as the instrument in this research. The population of this research was the tenth-grade students of one of the public senior high schools in Gowa regency, South Sulawesi, Indonesia. Thirty students were chosen randomly using a convenience sampling approach. The researchers found that the students could construct recount text well in analyzing the data. This research also showed that all the samples achieved the minimum completeness criteria that the school determines. The sample applied grammar in recount text, including simple past tense, past continuous tense, past perfect tense, past future tense, verb conjugation, and auxiliary verb. The students' recount text had grammatical problems. Intralingual errors caused most of the errors that showed in students' recount text. It occurs because students may lack experience and knowledge of English grammar, which differs from the grammar of their native tongue. As a result, students should enhance their writing skills and practice more, especially while producing recount texts

Teachers' language use: directions and administration conversation in classroom interaction Kisman Salija; Asmaul Husna; Jusmianti Garing
International Journal of Humanities and Innovation (IJHI) Vol. 5 No. 2 (2022): June
Publisher : Center for Humanities and Innovation Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33750/ijhi.v5i2.144

The intuition that happens within the classroom exercises when instructors and understudies exchange their thoughts through communication illustrates its viability. Understudies can grow their verbal capabilities when they uncover more remote dialect input by hearing the teachers use the target language in classroom interaction and practicing it when they have openings to communicate utilizing English as the target dialect. The perception appeared that instructors used target dialect more for administration conversation than for directions conversation. This research applied descriptive qualitative research. Qualitative research design aims to describe the data in more detail in a broader sentence clarification. The members of this investigation were two English teachers from one Public Islamic Senior High School in Parepare City, South Sulawesi, Indonesia. This study found that all language functions occurred in teachers 1 and 2 teaching activities in the instructional talk. Teacher 1 used more management talk in the classroom about welcoming, checking nearness, giving instruction, empowering understudies, giving commendations, inquiring about an address, and closing action. In the classroom, it was found that all the teachers spoke all language functions in the class. By analyzing the extracts by teacher 1, there are five unspoken language functions. Teacher 2 extract showed that there are seven unspoken language functions. The teachers believed that using the students' native language was critical to their comprehension. They moreover accept that the utilization of target dialect was imperative in expanding students' comprehension.

TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY? Muhammad Badrus Sholeh; Kisman Salija; Sahril Nur
Getsempena English Education Journal Vol. 8 No. 1 (2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v8i1.1295

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

STUDENTS’ PERCEPTION OF SYNCHRONOUS ONLINE DISCUSSION AMIDST COVID-19 PANDEMIC Nurfitri Alfiah S; Amirullah Amirullah; Kisman Salija
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Synchronous online learning in the midst of a pandemic raises several points of view such as the perception of students carrying out online learning with the Zoom application. In this research, there issue that was explored; Challenges faced by students during the synchronous learning process by students of the Makassar State University postgraduate program. This study applies a descriptive qualitative method. This research was held at Makassar State University in the second semester of the 2020/2021 academic year. The participants of this study were 18 students from one class in the Research Skill Study course. The data from the research were obtained from observations and interviews. The results of this study indicate that three factors cause obstacles to challenges in online learning, namely networks and facilities, e-learning support systems, and self-regulation. The findings of this study can be a reflection for English teachers in implementing the online learning process who will use this application while teaching can quickly look for the way out from those challenges. Keywords: Perception, Synchronous learning, Online discussion, Covid-19 Pandemic.

Co-Authors A Halim A. Nana Nofriana Irwan Abduh, Amirullah Abdul Halim Abdul Rahman Abdullah Abdullah Abdullah Abdullah Ahmad Talib Ainun Nur Oktaviani Agustam Alawiyah, Siti Amaliah, Suci Amin, Fatimah Hidayahni Aminah, Andi Siti Amirullah Amirullah Amra Ariyani Andi Kurniawan Andi Masriadi Tarmin, Andi Masriadi Andi Nindyia Nur Ramadani Putri Andi St. Dalaira Fezih Karimah Anggi Oktavia Nur HS Anindya Anisa Ayuningsih Annisa Ramadhani Anugrah Puspita Ayu Muhammad Ardianto Ardianto Asmaul Husna Baa, Sultan Baso Jabu, Baso Basri, Nurfajriah Bowu, Nella Aswi Buyung Renaldy Adisaputra Dian Saputra Dio Tri Putra Iskandar Eka Nurindah Sari Elis Jayanti, Nur Erfiani Irawan Fachrunnisa, Nurul Fatima Mutmainna Fatmawati Fatmawati Fatmawati Fatmawati Fatmiah Utami, Andi Rachma Fitrizah, Luthfiyyah Ainur Garim, Idawati Geminastiti Sakkir Gusnita Gusnita Hanafie Pelu Hardianti Hardianti Hardianti Hardianti, Hardianti Hardiyanti Kadir Haryanto Atmowardoyo Haryanto Atmowardoyo Haryanto Atmowardoyo Haryanto Atmowardoyo, Haryanto Haturrahma, Mufti Hidayahni Amin, Fatimah Hijrah Tul Muntaha Hisaan, Amalia Khoirotun Idawati Garim Idawati Idawati Ika Isra Ayu Indah Triana Putri Irfan, Luthfia Nurhanisa Irna, Irna Iskandar Iskandar Iskandar Sulaiman, Iskandar Isna Humaera, Isna Iswahyudi, Sabrina Retnasari Jafar, Muhammad Basri Jaladara, Andi Rifqah Jumiaty, Andi Asri Jusmawati Jusmawati, Jusmawati Jusmianti Garing Kadir, Muhammad Nurul Ikram Korompot, Chairil Anwar Kurnia Annisa La Sunra Lidya Arlini Lisna Wati Litta Lista, Litta M. Jufrianto, M. Jufrianto Maemuna Muhayyang Magfirah, Nadila Ayu Makmur, Nurul Fajriah Mudinillah, Adam Muh. Al Ikhsandi Palysa Putra Muh. Basri Jafar Muhammad Badrus Sholeh Muhammad Badrus Sholeh Muhammad Basri Muhammad Basri Muhammad Irfan Rahim Munir Munir Murni Mahmud Mustakim Mustakim Mustari, Sri Hariati Najla Annisa Zuhri Nasrullah Nasrullah Neyarasmi, Fadilah Ningsi, Ira Syahya Nirmalasari, Putri Noni, Nurdin Nugroho, Ade NUR AENI Nur, Safar Nurfitri Alfiah S Nurul Arifah Nurul Aulia Dewi Nurul Azizah Iqbal Nurul Fachrunnisa Pelu, Hanafie Raharjo, Moelyo Rahman, Ninik Wahyuni Raida Asfihana Ramdani, Amaliah Rannu, Ceriati Bahagia Reski Hidayat Reskyani, Reskyani Safei, Nuh Hasanah Sahril Nur Salwi, Siti Raodha Samtidar Samtidar Satriyana Muis Sintia Ekawati Sirajuddin, Sry Rezki Ayu Sitti Harfiana Sri Nurfitri Amriyati Suharni Sudirman Sukardi Weda Sultan Sultan Syarifuddin Dollah Tunnisa, Dzakia Utami, Andi Rachma Fatmiah Waode Ade Sarasmita Uke Widya Rizky Pratiwi, Widya Rizky Zahra, Annisa Fatimatus

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