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All Journal ETERNAL(english, teaching, learning, and Research Journal) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of Advanced English Studies Celebes of Linguistics Journal UTAMAX : Journal of Ultimate Research and Trends in Education
M Dahlan Bahang
STKIP YPUP Makassar
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPROVING THE PARAGRAPH WRITING ABILITY THROUGH PROCESS STRATEGY AT SMA NEGERI 1 GOWA Bahang, M. Dahlan
JOURNAL OF ADVANCED ENGLISH STUDIES Vol 1 No 2 (2018): Journal of Advanced English Studies
Publisher : Study Program of English Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47354/jaes.v1i2.28

Abstract

The purpose of this study is to determine the extent to which processes and strategies can improve students' ability to write. In addition, this research is to determine students' ability to produce paragraphs. This type of research is classroom action research. The subjects consisted of 27 students who were class XI students of SMA 1 Gowa, a language program in the 2017/2018 academic year. The data of this study were collected using four types of instruments: observation sheets, field notes, portfolios, and the final composition of students in each cycle. The ability of students to write is analyzed using descriptive analysis and qualitative analysis. Descriptive analysis is used to analyze quantitative data consisting of percentages, averages, medians, modes, standard deviations, variants, frequencies, and tables. Qualitative analysis is used to analyze qualitative data which consists of the coding process of observations and field notes. The result shows that through process strategy, student’s writing ability can be improved, especially in writing paragraph.
Improving Students’ Mastery Of English Punctuation Using Granded Written Exercises M. Dahlan Bahang; Arma Amir Hamzah
Celebes of Linguistics Journal Vol 1 No 2 (2019): Oktober
Publisher : LLDIKTI Wilayah IX Sulawesi

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Abstract

This study was intended to answer the research questions namely ; (1) which punctuation are found difficult for the students?, (2) do graded written exercises improve the students” mastery of punctuation?, (3) are the students interested in learning English punctuation through graded written exercises?. This study employed a pre-experimental method. The population consisted of the third year students of SMP Negeri 33 Makassar . The number of the population was four classes which consisted of forty students each class. The sample was taken by using cluster sampling: ten students of each class were selected randomly to become the sample of the study. The result of the study were (1) punctuation that was found difficult for the students included question mark, quotation mark and exclamation point (2) graded written exercises improve the students’ mastery of punctuation, (3) the students were interested in learning English punctuation through graded written exercises. The researcher concluded that the use of English punctuation is very difficult for the students particularly in long sentences. Therefore, they have to be trained and use the punctuation in sentences appropriately.
The Power of Local Language Terms in Creating Humor in English Language Teaching Antonius Aliwutun; Iriany Kesuma Wijaya; M. Dahlan Bahang
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.19809

Abstract

Abstract. Humor is regarded as an important aspect in English language teaching (ELT).  Therefore, English teachers are expected to create humors in their teaching. Creating humor in ELT, however, is still regarded hard for Many English language teachers. Humor is related to personal capability. Although humor has been widely explored, there is still scarcity on investigating it from local language terms. Therefore, this study came to investigate how humor can be presented in the classroom through local language terms. This was a descriptive qualitative study carried out at Pharmacology Institute of Makassar. The subjects of this study were students at the first semester that had different local languages.   The data were collected through classroom observation and in-depth interview.  This current study reveals that local language terms have significant power to present humor in ELT.  Humor that created from local language input has emotional impact on cheerful learning in the classroom. The local language terms have power to trigger emotional engagement and enthusiasm in learning English.  In addition, they function to reduce the complexity and anxiety in learning English as foreign language.  Keywords:  Local Language Terms, Humor, Emotional Engagement, Cheerful Learning.
Improving Vocabulary Mastery Using Selected Game: Colour Me Colours for EYL Students Nuridah Nuridah; M Dahlan Bahang; Fitri Arniati
Utamax : Journal of Ultimate Research and Trends in Education Vol. 1 No. 3 (2019): Utamax : Journal of Ultimate Research and Trends in Education
Publisher : LPPM Universitas Lancang Kuning. Pekanbaru. Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/utamax.v1i3.6355

Abstract

The mastery of vocabulary is important and it is a fundamental requirement that influences students’ achievement in studying English. However, during the pre-observation, most of students still have a problem with vocabulary mastery. They are difficult to join the lesson well in the classroom, although the teacher explains the material clearly, this seems because they lack of vocabulary. This article aimed to find out whether the selected game i.e., “Colour Me Colours” can improve the students’ vocabulary mastery at the Second-grade of SMP YP PGRI 4 Makassar. This pre-experimental involves one pre-test and post-test group with four meetings of treatment between it. The data was collected through vocabulary tests to find out students’ scores. Derived from the data analyzed, “Colour Me Colours” game can improve the students’ vocabulary mastery. The students’ scores had a significant different score in pre-test and post-test. The result of the pre-test (49) was low than post-test (90,66). This result highlighted significant findings that most students were more active and interested in learning vocabulary by using “Colour Me Colours” game.
Signing Up GME to English Learning in Boosting Students’ Oral Communication Performance Aeni, Nur; K, Baharuddin; Diana, Sri; Bahang, M Dahlan; Dzhelilov, Akhtem A
ETERNAL (English, Teaching, Learning and Research Journal) Vol 10 No 01 (2024): Volume 10, Number 01, June 2024
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V101.2024.A2

Abstract

The study investigated whether or not students are interested in learning General Maritime English course materials and demonstrate how using General Maritime English course materials significantly increases students' success in oral communication. In this work, an experimental design was used. The researchers conducted nearly non-equivalent group design experiments for this investigation. For the second half of the academic year 2022/2023, 42 students were a part of the research group. Basic random sampling techniques were used in this investigation on a sample of clusters. Both an oral student communication exam and a student interest questionnaire were used to collect the data. Descriptive and inferential statistics were used to examine the student oral communication data, and the Likert scale was used to assess the student interest data. The study's findings were as follows: (1) The GME course materials might improve AMI AIPI's oral communication in Makassar's third semester. It can be said that GME training resources are effective at improving oral communication in terms of accuracy, fluency, and comprehension and that students are very interested in learning from GME language course materials at maritime academies. Signing up GME for Maritime English learning has the potential to significantly boost students' oral communication performance by providing an engaging, realistic, and effective learning environment. It can enhance language skills, cultural awareness, and overall communication competence, preparing students for successful careers in the maritime industry. As the implications of this study, enrolling in General Maritime English emphasizes the value of contextualized language instruction by improving students' oral communication skills. GME may greatly improve students' capacity for professional and effective communication in the marine industry by concentrating on industry-specific needs. This will improve safety, compliance, and career opportunities. But for these programs to be successful, they must handle the issues of resource allocation, varied student needs, and efficient assessment.
Disrupted Communication: Understanding How Bullying-Related Anxiety Interferes with Students' Speaking Class Proficiency M, Syahruddin; Maing, Rosmawati Abdul; Bausad, Darmawati Azis; Bahang, M Dahlan; Rizal, A.
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.7981

Abstract

Bullying remains a persistent issue in educational settings, with serious consequences for students’ emotional well-being and academic engagement. This study examines the impact of bullying on students’ willingness to speak, identifies the specific aspects of speaking most affected, and explores the coping strategies employed by victims. A qualitative descriptive case study was conducted with five purposively selected students who had experienced bullying. Data were gathered through semi-structured interviews to explore the students’ classroom anxiety in depth. The findings reveal that bullying-induced anxiety significantly reduces students’ willingness to participate in classroom discussions and impairs their verbal communication skills, particularly pronunciation, vocabulary use, and overall confidence. Coping responses varied, with some students relying on self-affirmation while others adopted proactive strategies to manage their anxiety, highlighting the complexity of individual adaptation. This study, though limited to a small sample, provides valuable insights into the nuanced experiences of bullying victims in a higher education context. The results emphasize the importance for English language educators to create supportive classroom environments, implement anxiety-reducing speaking activities, and for institutions to develop anti-bullying initiatives. These implications contribute to both pedagogical practice and policy development aimed at fostering inclusive and resilient learning spaces.
Co-Authors Antonius Aliwutun Arma Amir Hamzah Bausad, Darmawati Azis Dzhelilov, Akhtem A Fitri Arniati Iriany Kesuma Wijaya K, Baharuddin M, Syahruddin Maing, Rosmawati Abdul NUR AENI Nuridah Nuridah Rizal, A. Sri Diana